'GV 


IRLF 


Diversity  High  School  Journal 


lume  2 


OCTOBER,  1922 


Number  3 


CONTENTS 

The  Classical  Survey    .          LOvI 
c      ;al  Service  '-V  )r!-:  i 

High  ScV 


.ical  "E 
School    .   . 

A:/>,\  Kducati 
school 


C.  CO  NT  AD,  PH.D. 
v.:OV  BROWN 

.  EDWARDS,  PH.D. 
•rsity  High 


niversity  High 


PUBLISHED   BY 

THE   UNIVERSITY   OF  CALIFORNIA 

UNIVERSITY    HIGH   SCHOOL 

48ib  and  Wdbster  Streets 

Oakland,  California 


Entered  as  second  -class  matter,  January  20,  1921,  at  ;he  post  off.ce  at 
Oa  Viand,  California,  under  the  Act  of  August  24,*1912. 


o 


UNIVERSITY  HIGH  SCHOOL  JOURNAL 


Vol.  2       No.  3 


OCTOBER,  1922 


fil/ 


University  High  School  Journal 

Vol.  2  OCTOBER,  1922  No.  3 


THE  CLASSICAL  SURVEY 

CLINTON  C.  CONRAD,  PH.D. 

The  broad  field  of  educational  measurement  has  but  recently 
been  opened  to  scientific  research,  yet  its  problems  have  engaged 
an  ever  increasing  number  of  investigators.  One  of  the  most 
important  of  these  problems  is  the  analysis  of  the  results  of 
teaching  obtained  in  each  of  the  subjects  commonly  offered 
in  the  secondary  school  curriculum.  An  investigation  of  the 
results  of  Latin  teaching  is  now  well  under  way,  yet  its  progress 
is  known  chiefly  to  those  who  have  followed  it  in  the  pages  of 
journals  devoted  to  classical  studies.  I  trust  that  this  descrip- 
tion of  the  organization  and  progress  of  the  Classical  Survey 
will  not  be  without  interest  to  workers  in  other  fields. 

The  American  Classical  League  was  organized  in  July,  1917, 
shortly  after  the  United  States  had  entered  the  World  War. 
The  time  of  its  organization  is  significant;  its  sponsors  felt  that 
the  trend  away  from  the  classical  studies  in  those  troubled  times 
boded  ill  to  the  progress  of  education  in  the  United  States,  and 
considered  that  this  movement  could  best  be  halted  by  the  asso- 
ciation of  those  who  believed  in  the  educational  value  of  the 
classics.  The  purpose  of  the  League  was  very  definitedly  set 
forth  when  it  was  founded  and  its  activities  have  since  been 
directed  to  this  end  alone:  the  study  of  the  teaching  of  Latin 
and  Greek  in  the  schools  and  colleges  of  the  United  States  and 
the  proper  presentation  to  the  public  of  the  values  inherent  in 
these  subjects. 

Professor  Andrew  F.  West  of  Princeton  University  was  the 
moving  spirit  in  this  undertaking  and  has  been  president  of  the 
League  since  its  inception.  Teachers  and  friends  of  the  classics 
have  given  the  movement  their  hearty  support,  and  as  the  result 

506650 


264  -  tTSE  QN1VEES1TY  HIGH  SCHOOL  JOURNAL 


of  their  efforts  the  American  Classical  League  is  today  a  going 
concern,  with  all  the  driving  force  behind  it  which  a  live  national 
organization  should  possess. 

In  response  to  the  insistent  demand  that  the  results  of  teach- 
ing in  the  secondary  school  be  submitted  to  analysis  and  measure- 
ment, the  League  prepared  a  program  for  the  investigation  of 
classical  education  in  the  secondary  schools  of  the  United  States. 
A  liberal  appropriation  was  obtained  from  the  General  Educa- 
tion Board  wherewith  to  carry  on  this  plan,  and  in  March,  1921, 
a  summary  statement  of  the  program  and  method  of  investi- 
gation was  issued  by  Dean  West. 

In  this  statement  Dean  West  announced  that  the  investi- 
gation would  probably  require  three  years  for  its  completion. 
It  would  be  carried  on  by  a  nationwide  distribution  of  effort, 
under  the  direction  of  a  committee  of  expert  investigators.  The 
investigation  naturally  fell  into  three  parts:  a  careful  inquiry 
into  the  relevant  facts,  so  that  the  existing  situation  may  be 
known;  an  analysis  and  impartial  criticism  of  the  ascertained 
facts ;  and  the  preparation  of  a  progressive,  constructive  plan 
for  the  teaching  of  the  classics,  based  upon  the  results  of  the 
survey. 

Committees  were  speedily  organized,  and,  after  due  delibera- 
tion, the  three  special  investigators  were  chosen:  Professor 
W.  L.  Carr,  Dr.  Mason  D.  Gray,  and  Mr.  W.  V.  McDuffee,  all 
of  them  men  familiar  with  the  teaching  of  the  classics  in  sec- 
ondary schools  and  well  adapted  by  their  training  and  interests 
to  be  leaders  in  this  survey;  Dean  West  is  chairman  of  their 
committee. 

The  special  investigators  met  at  once  to  consider  the  problem 
before  them,  and  by  the  end  of  July,  1921,  had  obtained  for 
their  program  the  approval  of  the  Advisory  Council  of  the 
League.  In  their  preliminary  report,  published  in  the  Classical 
Journal  for  October,  1921,  the  purpose  of  the  investigation  was 
denned  as  the  preparation  of  a  constructive  program  of  recom- 
mendations for  the  improvement  of  the  teaching  of  Latin  and 


THE  CLASSICAL  SURVEY  265 

Greek  in  the  secondary  schools  of  the  United  States — a  better 
and  more  effective  adjustment  of  means  to  ends. 

A  list  of  twenty-six  objectives  in  the  teaching  of  Latin  was 
compiled  from  all  available*  sources.  These  ranged  in  signifi- 
cance from  "increased  ability  to  spell  English  words  of  Latin 
derivations,"  to  "increased  efficiency  in  the  pupil's  response  to 
problems  which  make  demands  upon  his  general  intelligence." 
Each  of  these  objectives  was  subjected  to  careful  analysis  in  the 
attempt  to  discover  how  effective  is  the  present  teaching  of 
Latin  in  obtaining  this  particular  end.  In  general  the  four 
questions  following  were  raised  regarding  each  objective : 

A.  For  what  Latin  pupils  and  for  what  proportion  of  Latin 
pupils  is  this  objective  legitimate? 

B.  Is  this  objective  actually  being  attained  today,  and  to 
what  extent? 

C.  What  content  and  methods  are  commonly  used  to  attain 
this  objective,  and  what  content  and  methods  seem  to  be  most 
effective  in  attaining  it? 

D.  What  constructive  measures  should  be  taken  in  reorganiz- 
ing content  and  methods  to  insure  a  fuller  attainment  of  the 
objective  ? 

The  investigators  next  proceeded  to  consider  the  means 
whereby  these  educational  products  could  be  measured.  During 
the  past  ten  years  a  great  amount  of  energy  and  effort  has  been 
expended  upon  this  very  problem  of  measurement  in  education. 
The  elementary  school  subjects  offer  an  excellent  field  for  experi- 
ment ;  in  arithmetic,  penmanship,  music,  English  composition, 
spelling,  tests  have  been  prepared  and  given  to  groups  of 
students  of  a  certain  age  and  grade.  In  almost  all  of  these 
to  set  up  norms  of  performance  which  should  be  attained  by 
students  of  a  certain  age  and  grade.  In  almost  all  of  these 
tests,  skills  were  measured;  the  problem  was  a  clear-cut  one 
and  difficulties  were  encountered  chiefly  in  the  grading  and 
standardizing  of  the  tests.  In  dealing  with  secondary-school 
subjects  the  problem  became  more  complex,  and  here  even  now 


266  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

progress  is  being  made  but  slowly.  Ground  had  been  broken, 
however,  and  it  was  for  the  special  investigators  to  adapt  exist- 
ing tests  or  devise  new  ones  suited  to  their  purposes,  and,  most 
important  of  all,  to  obtain  sufficiently  large  groups  of  students 
distributed  throughout  the  United  States  to  make  sure  that 
an  analysis  of  the  tests  given  would  yield  dependable  results. 

A  further  problem  confronted  them,  however.  It  is  fairly 
simple  to  find  out  what  progress  each  of  a  group  of  students 
has  made  in  a  given  time  in,  let  us  say,  increasing  his  working 
English  vocabulary.  The  group  may  be  tested  at  the  beginning 
and  end  of  this  period  upon  their  knowledge  of  selected  lists 
of  English  words.  If  the  lists  are  properly  compiled,  definite 
results  are  easily  obtained,  and  the  progress  of  each  student 
may  be  readily  ascertained.  But  in  order  to  obtain  results  of 
value  in  this  survey,  it  was  frequently  necessary  to  compare 
the  progress  made  by  a  Latin  student  with  that  of  a  student 
who  was  not  taking  Latin. 

Various  means  were  at  hand  whereby  students  of  equal 
ability  and  differing  training  might  be  paired  off  and  their 
progress  compared.  The  judgment  of  teachers  regarding  their 
pupils,  particularly  evidenced  in  their  subject  grades,  would 
clearly  be  an  important  factor,  but  not  entirely  reliable  for  a 
variety  of  reasons.  Supplementing  and  correcting  this  is  the 
information  obtained  by  the  so-called  intelligence  tests  upon 
which  psychologists  have  long  been  at  work. 

Effective  measurement  of  the  intelligence  was  first  achieved 
by  Binet,  and  used  by  him  largely  in  dealing  with  institutional 
cases  where  an  accurate  diagnosis  of  mental  efficiency  is  clearly 
of  the  greatest  value.  His  efforts  to  apply  his  methods  to  the 
more  general  problem  were  cut  short  by  his  untimely  death,  but 
have  been  ably  carried  on  by  many  investigators,  among  whom 
Professor  Lewis  M.  Terman  of  Stanford  University  is  perhaps 
the  most  noted.  The  experience  gained  in  this  field  during  the 
World  War  was  of  the  highest  value;  dealing  with  millions  of 
subjects  gave  those  conducting  the  tests  an  unexampled  oppor- 


THE  CLASSICAL  SURVEY  267 

tunity  for  analyzing  and  correlating  their  findings.  As  the 
result  of  their  experiments  there  are  now  available  standardized 
group  and  individual  tests  which  are  notably  efficient  in  deter- 
mining the  abstract  intelligence  of  the  subject  tested.  In  gen- 
eral, those  characteristics  of  the  thought  process  are  tested  which 
Binet  considered  most  important:  its  tendency  to  take  and 
maintain  a  definite  direction,  the  capacity  to  make  adaptations 
for  the  purpose  of  attaining  a  desired  end,  and  the  power  of 
self-criticism.  ,By  means  of  these  tests  educational  problems 
of  various  kinds  have  been  handled  with  greater  sureness  and 
efficiency;  their  use  in  classifying  students,  in  separating  for 
special  attention  retarded  and  super-normal  students,  in  voca- 
tional guidance,  and  in  similar  fields,  is  now  widespread  and  its 
value  is  recognized.  Intelligence  tests,  then,  were  ready  to  the 
hand  of  the  investigators  and  should  be  of  great  service  to  them 
in  the  comparison  of  the  progress  made  by  students  of  differing 
training,  for  by  them  the  capacity  of  these  students  may  be 
equated. 

After  considering  methods  of  obtaining  measurements  neces- 
sary for  their  purposes,  the  investigators  prepared  a  tentative 
program  of  these  tests  which  they  proposed  to  give  and  sub- 
mitted it  for  criticism  to  leaders  in  the  field  of  educational  meas- 
urement. After  obtaining  their  advice  and  final  approval,  it 
was  found  possible  to  begin  the  tests  in  September,  1921.  The 
first  group  of  tests  were  chosen  with  a  view  toward  comparing 
the  Latin  and  non-Latin  student's  progress  in  attaining  com- 
mand of  the  English  language.  There  are  five  tests  in  this 
group,  covering  general  reading  ability  in  English,  capacity  for 
expression  in  English,  command  of  the  English  vocabulary,  par- 
ticularly of  that  portion  derived  from  Latin  words  ordinarily 
occurring  in  first-year  Latin  books,  and  command  of  English 
grammar.-  These  tests  are  well  standardized,  and  yield  results 
which  are  of  considerable  value  to  the  teacher  who  gives  them, 
as  well  as  to  the  Survey.  They  have  now  been  given  in  widely 
separated  parts  of  the  country  under  varying  conditions  to  both 


268  THE  UNIFEESITY  HIGH  SCHOOL  JOURNAL 

Latin  and  non-Latin  students  in  sufficiently  large  numbers  to 
produce  trustworthy  results.  Each  of  the  five  tests  has  been 
given  to  from  fifteen  to  twenty-five  thousand  students;  the 
returns  are  in  and  are  being  subjected  to  analysis.  In  many 
schools  these  tests  will  be  continued  during  the  present  school 
year. 

Further  series  of  tests  are  now  being  prepared  by  means  of 
which  the  value  of  Latin  as  a  propaedeutic  for  the  later  study 
of  the  Romance  languages  will  be  studied  and  the  Latin  student 's 
progress  in  Latin  will  be  analyzed  in  various  ways. 

Closely  connected  with  the  testing  program  is  a  series  of 
research  problems  upon  which  workers  in  all  parts  of  the 
country  are  engaged.  Over  two  hundred  Latin  teachers  are 
cooperating  with  Professor  E.  L.  Thorndike  in  the  determination 
of  the  25,000  most  important  English  words.  These  will  be 
analyzed  from  the  point  of  view  of  the  Latin  teacher,  and  the 
results  of  this  study  should  be  fruitful  in  choosing  those  words 
for  first-  and  second-year  books  which  will  most  effectively  aid 
him  in  mastering  the  English  vocabulary.  Of  great  assistance 
in  this  same  way  will  be  the  construction  of  a  classical  lexicon 
based  upon  the  etymological  analysis  of  the  New  Oxford  English 
Dictionary,  a  cooperative  undertaking  fostered  by  Professors 
Beeson,  Bonner,  and  Buck  of  the  University  of  Chicago.  Grad- 
uate students  are  in  many  cases  engaged  upon  the  study  of 
problems  related  to  Latin  teaching ;  some  are  constructing  tests 
in  Latin  inflections,  Latin  composition,  etc.  Dr.  Thurstone  of 
the  Department  of  Psychology  of  the  Carnegie  Institute  of 
Technology  is  investigating  the  effect  of  the  study  of  Latin 
upon  growth  in  reasoning  power,  as  measured  by  tests  based 
upon  graded  passages  of  English  prose.  Dr.  Charters  of  the 
Department  of  Educational  Research  of  the  Carnegie  Institute 
is  studying  grammatical  errors  in  English  composition  and 
English  grammar  tests  written  by  high  school  students,  to 
determine  to  what  extent  these  errors  involve  principles  which 
are  also  involved  in  an  understanding  of  the  elements  of  Latin 
grammar.  Professors  Ullman  and  Kirby  of  the  University  of 


THE  CLASSICAL  SUEVEY  269 

Iowa  are  endeavoring  to  determine  the  content  and  method  in 
the  teaching  of  Latin  which  can  be  made  to  contribute  most 
effectively  to  a  knowledge  of  the  principles  of  English  grammar 
and  to  correct  expression  in  English.  Professor  Henmon  of  the 
School  of  Education  of  the  University  of  Wisconsin  is  working 
to  develop  the  most  effective  method  of  making  a  knowledge  of 
Latin  contribute  to  the  mastery  of  French. 

So  all  over  the  country  experiments  and  studies  are  being 
carried  on  in  the  field  of  Latin  teaching.  From  this  array  of 
research  problems  which  I  have  excerpted  from  the  long  and 
constantly  growing  list,  it  will  be  seen  that  men  in  other  fields 
are  freely  giving  their  help.  The  United  States  Bureau  of 
Education  also  has  engaged  in  the  collection  of  statistics  on 
the  number  of  students  taking  Latin  and  other  foreign  lan- 
guages, the  preparation  of  their  teachers,  general  requirements 
of  the  courses,  etc.  Similar  investigations  in  Europe  are  in  close 
touch  with  the  workers  of  the  Classical  League  here.  The  gen- 
eral rousing  of  interest  in  the  teaching  of  Latin  bodes  well  for 
the  future. 

What  shall  we  expect  from  the  Survey  ?  We  should  find  out 
just  what  is  now  being  done,  and  the  efficiency  of  methods  now 
employed.  Recommendations  for  improvement  should  be  pre- 
cise and  adequate.  The  final  report,  with  its  accompanying 
detailed  studies  of  experiments  and  tests,  should  be  of  the 
utmost  value  in  informing  Latin  teachers  how  they  may  most 
effectively  expend  their  efforts.  The  courses  of  study  in  Latin 
may  be  reorganized  upon  the  basis  of  results  obtained  in  the 
Survey;  at  all  events,  there  will  be  available  material  from 
which  we  can  estimate  in  detail  the  value  of  the  present  course. 
Textbooks  will  certainly  be  written  which  will  incorporate  the 
recommendations  of  the  investigators ;  in  organization  and  choice 
of  subject  matter  they  should  be  vastly  better  than  those  in  use 
at  the  present  time. 

The  way  is  open,  then,  for  a  great  step  forward  in  the  teach- 
ing of  Latin.  In  this  the  schools  of  California  should  have  an 
honorable  place.  Latin  teachers  can  aid  the  Survey  and  at  the 


270  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

same  time  render  their  own  work  more  efficient  by  assisting  in 
the  testing  program.  New  problems  are  constantly  arising 
which  await  the  qualified  investigator.  Teachers  and  principals 
who  are  interested  in  this  program  are  requested  to  communi- 
cate at  once  with  the  writer  of  this  paper.  Our  share  in  the 
results  of  this  enterprise  should  not  be  disproportionate  to  the 
effort  we  have  put  forth  upon  it. 


SOCIAL  SERVICE  WORK  IN  THE  HIGH  SCHOOL 

MAEION  BEOWN 

Whether  definitely  provided  for  or  not,  social  service  work 
has  taken  a  place  among  the  many  extra-curricular  activities  of 
the  modern  high  school.  Unorganized,  spasmodic,  and  appar- 
ently insignificant  it  may  be,  but  wherever  there  are  boys  and 
girls  in  a  community  where  problems  of  social  adjustment  exist, 
there  some  group  at  some  time  or  other  is  carrying  on  activities 
which  may  be  called  service  or  welfare.  There  have  always  been 
sick  comrades  to  be  written  to,  Christmas  baskets  to  be  dis- 
tributed, the  poor  to  be  aided.  Only  recently,  however,  has  this 
kind  of  work  become  broader  in  scope,  more  understandingly 
directed,  and  more  worthy  of  its  claim  for  a  place  among  organ- 
ized and  promoted  activities. 

This  enlarged  program  of  social  service  has  been  partly  due 
to  the  changing  emphasis  in  education,  from  pursuit  of  knowl- 
edge to  pursuit  of  more  abundant  life,  as  is  evidenced  by  the 
part  which  extra-curricular  activities,  with  especially  trained 
directors,  play  in  the  modern  high  school.  The  increased  inter- 
est of  all  citizens  in  community  welfare,  moreover,  has  influenced 
the  attitudes  and  habits  of  boys  and  girls.  Health  centers,  recre- 
ation centers,  special  educational  institutions,  and  all  kinds  of 
progressive,  constructive  movements  have  developed  to  promote 
and  care  for  public  welfare.  The  war  with  its  intense  surge 
of  service  work,  its  demand  for  cooperation  in  the  solution  of 
community  and  national  problems,  its  emphasis  upon  the  need 
for  every  one 's  help  in  universal  causes,  brought  boys  and  girls 
of  high  school  and  even  grammar  school  age  into  the  ranks  of 
service.  The  close  of  the  war  left  individuals,  communities,  and 
schools  with  energy,  fruitful  experience,  untold  resources  for 
service,  and  above  all  a  vision  of  a  world  in  need  of  that  service 
in  its  process  of  reconstruction  and  regeneration.  It  is  in  order 
to  conserve  this  energy  and  experience,  to  use  these  resources, 


272  THE  UNIVEESITY  HIGH  SCHOOL  JOURNAL 

and  to  develop  the  qualities  of  fellowship  so  dominant  in  the 
high  school  student  that  has  made  social  service  assume  propor- 
tions requiring  a  definite  and  recognized  program. 

If  social  service  activities  are  to  pay  educational  dividends 
they  must  be  evaluated  in  terms  of  educational  objectives.  As 
educators  we  are  not  interested  so  much  in  the  work  accom- 
plished as  we  are  in  the  boys  and  girls  who  do  the  work.  Assist- 
ance rendered  directly  or  indirectly  in  solving  the  great  prob- 
lems of  promoting  social  well  being  or  in  preventing,  curing,  and 
caring  for  social  ills  may  be  a  worthy  end  in  itself,  but  high 
school  service  work  should  find  its  greatest  reward  in  the  life 
and  character  of  its  youth. 

The  organization  of  social  service  work  in  the  high  school  is 
dependent  upon  its  status  as  a  recognized  activity.  Where  no 
definite  provision  is  made  in  the  activities  program,  cases  arise 
which  may  be  handled  in  one  of  two  ways.  Either  a  group  of 
students  may  organize  to  accomplish  a  specific  task,  and  under 
the  leadership  of  an  enthusiastic  student  or  teacher  undertake 
to  raise  funds  for  a  needy  family  or  for  a  public  need,  or  one 
of  the  numerous  clubs  already  existing  may  undertake  this 
work;  service  projects  are  not  uncommon  for  dramatic,  art, 
music,  language,  and  civic  clubs.  By  the  first  method,  if  the 
enthusiasm  lasts,  the  work  will  perhaps  be  completed;  more 
often  it  is  left  unfinished.  By  the  second,  the  work  is  likely  to 
be  entirely  foreign  to  the  interests  of  the  students  and  of  the 
club  and  only  taken  over  because  of  apparent  necessity  for  the 
work  to  be  handled  by  some  organized  group.  By  either  method 
the  work  lacks  continuity,  the  interest  is  spasmodic,  and  the 
larger  educational  aims  often  neglected. 

Where  service  work  receives  recognition  as  an  integral  part 
of  the  school's  activities  program,  we  again  find  two  kinds  of 
organization.  Sometimes  a  committee  from  the  student  body 
handles  all  cases.  If  so,  the  work  may  be  centralized  and 
efficiently  carried  on.  Frequently,  however,  there  is  a  tendency 
for  too  few  to  participate  and  for  the  interest  to  center  chiefly 


SOCIAL  SERVICE   WOEK  IN  THE  HIGH  SCHOOL  273 

in  the  work,  and  lack  the  element  of  personal  development  which 
is  after  all  the  educational  aim.  There  may  be  also  a  break  in 
continuity  of  program  with  the  changing  personnel  of  the  com- 
mittee each  semester.  Or,  best  of  all,  the  organization  for  carry- 
ing on  social  service  work  may  be  the  social  service  club.  Such 
a  club  may  arise  from  the  desire  to  make  the  occasional  service 
work  of  other  clubs  or  of  independent  groups  more  permanent 
and  more  effective,  or  it  may  grow  out  of  the  student  committee 
plan,  or  it  may  be  started,  much  as  any  other  group  is  started, 
to  undertake  a  definite  program  in  the  school.  The  University 
High  School  has  two  service  clubs — the  Rainbow  Club  for  girls 
and  the  W.  B.  Society  for  boys. 

When  the  Rainbow  Club  was  formed,  the  school  was  highly 
organized  for  the  gifted  student;  there  were  student  activities 
which  centered  in  art,  drama,  music,  and  science.  In  spite  of 
this  fact  there  still  remained  on  the  outside  a  group  of  girls 
not  affiliated  with  any  existing  organization.  A  few  of  the 
leaders  among  them  conceived  the  idea  of  forming  a  welfare 
club  to  which  any  girl  might  belong  who  was  willing  to  work 
for  others.  And  so,  in  the  fall  of  1918  when  war  service  work 
was  a  leading  inspiration,  the  Rainbow  Club  came  into  existence. 
Annie  Fellows  Johnston's  "Georgina  of  the  Rainbows"  gave 
the  name  and  stated  the  purpose,  "to  cast  rainbows  around  the 
lives  of  others,"  to  which  the  girls  later  added  the  motto,  "We 
Serve."  There  were  fewer  than  fifteen  girls  in  this  early  group 
but  they  were  enthusiastic,  and  decided  to  keep  the  membership 
down  until  the  club  had  become  established.  A  beginning  was 
made  in  connection  with  the  Community  War  Service  and  with 
work  at  two  orphanages  and  at  a  settlement.  When  the  war 
ended,  the  girls  continued  their  work  by  entering  more  vigor- 
ously into  a  school  and  community  service  program,  enlarging 
their  activities  and  undertaking  new  responsibilities  as  their 
numbers  and  strength  grew. 

The  organization  of  the  club  was  made  as  flexible  as  possible, 
so  that  new  committees  might  be  formed  and  the  constitution 


274  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

altered  to  suit  new  conditions  as  they  arose.  At  the  present 
time  there  are  150  members.  Any  girl  may  become  a  member 
after  attending  three  meetings  and  performing  three  services. 
The  faculty  advisor  is  an  ex-officio  member.  The  work  of  the 
club  is  done  through  service  committees.  Every  member  belongs 
to  at  least  one  of  these,  the  chairmen  of  which  are  appointed  by 
the  president.  Each  girl  has  entire  freedom  in  her  choice  of 
work,  although  she  is  encouraged  to  choose  the  kind  of  activity 
in  which  she  will  succeed  and  which  will  give  her  the  greatest 
possible  amount  of  training. 

The  officers,  faculty  advisor,  and  chairmen  of  committees 
form  an  advisory  cabinet  which  meets  before  each  club  meet- 
ing to  discuss  plans  and  ways  and  means  of  improving  or  chang- 
ing any  phases  of  the  work  which  seem  to  need  revision. 

Club  meetings,  held  twice  a  month,  are  varied  by  having 
reports  of  committees,  discussions  of  plans,  and  stimulating 
talks  by  workers  in  the  field  of  social  service  who  present  differ- 
ent phases  of  constructive  social  work,  discuss  opportunities  and 
kinds  of  training  in  the  various  fields,  and  help  the  girls  to 
see  their  work  in  its  relation  to  all  other  progressive  movements. 

At  the  beginning  of  the  semester,  the  term's  program  is 
made  and  copies  are  given  to  each  member  along  with  a  calendar 
of  the  principal  events,  such  as  entertainments  at  institutions, 
so  that  every  member  may  have  an  opportunity  to  see  in  print 
the  complete  service  program. 

Since  the  club  has  grown  in  numbers  and  in  variety  of 
activities,  for  administrative  purposes  it  has  been  divided  into 
the  junior  group  of  seventh,  eighth,  and  ninth  grade  girls,  and 
the  senior  group  of  girls  in  the  tenth,  eleventh,  and  twelfth 
grades.  The  junior  group  with  its  faculty  advisor  has  some 
separate  meetings,  and  although  its  work  is  not  separate  from 
that  of  the  senior  group,  there  are  certain  activities,  such  as 
making  scrap  books,  entertaining  children,  and  mounting  pic- 
tures that  are  especially  adapted  to  the  younger  girls.  This 
closer  fellowship  between  girls  with  common  interests  has  proved 


SOCIAL  SERVICE   WOEK  IN  THE  HIGH  SCHOOL  275 

advantageous.  The  chairman  of  the  junior  division  is  a  member 
of  the  cabinet,  and  the  chairman  of  the  scrap  book  committee 
is  usually  a  member  of  the  junior  group. 

At  present  there  are  eighteen  committees  in  the  club.  Some 
of  the  service  is  done  at  school;  i.e.,  one  group  has  charge  of 
the  school  Lost  and  Found  bureau,  another  helps  in  the  Cafe-- 
teria,  one  assists  the  librarian  in  giving  out  textbooks,  and 
another  sends  notes  and  flowers  to  girls  and  members  of  the 
faculty  who  are  ill.  This  gives  opportunity  for  girls  who  have 
little  time  for  extra  activities,  to  render  service  during  the 
school  day. 

The  activities  carried  on  outside  the  school  demand  time 
after  school  and  on  Saturdays,  averaging  from  one  to  two  hours 
a  week.  Entertainments  are  given  at  the  Blind  Home,  hos- 
pitals, and  homes  for  girls.  Families  are  visited,  work  found 
for  unemployed  fathers,  and  clothing  made  for  the  children. 
The  girls  come  into  contact  with  the  workers  at  the  Associated 
Charities,  Health  Center,  and  other  agencies  in  the  community, 
and  so  gain  an  insight  into  some  of  the  larger  problems  of  com- 
munity service.  A  nearby  orphanage  furnishes  an  interest  for 
many  of  the  girls.  Every  afternoon  a  group  of  three  or  four 
plays  with  the  children,  teaches  them  games,  songs,  folk  dances, 
or  sewing,  or  tells  them  stories.  Many  girls  who  plan  to  become 
kindergarten  teachers  choose  this  as  their  special  work.  Easter, 
Halloween,  Thanksgiving,  and  Christmas  parties  are  arranged 
for  the  children  visited. 

The  club  supports  by  voluntary  contribution,  a  scholarship 
fund  founded  in  memory  of  one  of  its  presidents.  The  scholar- 
ship is  given  to  a  girl  in  another  high  school. 

One  of  the  most  valuable  projects  from  the  standpoint  of 
the  girls  has  been  the  work  at  the  Alameda  County  Health 
Center.  With  the  financial  assistance  of  the  Junior  Red  Cross 
in  the  school,  the  club  furnished  a  recovery  room  at  the  Center, 
and  from  time  to  time  renovates  and  improves  the  equipment. 
Some  of  the  girls  assist  in  the  social  service  department  and 


276  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

in  the  clinics.  This  has  been  made  more  practical  through  the 
cooperation  of  the  physiology  and  chemistry  classes  where  the 
Rainbow  girls  and  W.  B.  boys  have  used  their  work  for  class 
projects.  The  cooperation  of  the  W.  B.  Society  has  made 
possible  an  extension  of  the  work  at  the  Health  Center  to  include 
an  orthopedic  room.  Money  raised  by  the  art  department 
through  the  sale  of  Christmas  cards  was  donated,  a  food  sale 
added  to  the  fund,  the  paint  was  furnished  by  an  interested 
parent,  the  boys  painted  the  room,  suitable  furnishings  were 
bought,  and  now  the  students  enjoy  the  satisfaction  of  knowing 
that  they  have  carried  through  a  good  piece  of  work,  and  those 
who  serve  in  the  clinics  bring  back  good  reports  of  the  result. 
In  the  Health  Center  work  the  students  come  into  contact  with 
standardized  social  service  in  its  most  practical  phases  as  a 
preventive,  constructive  social  program. 

Some  of  the  girls  interested  in  athletics  have  helped  to  start 
an  athletic  association  at  a  training  home  for  girls,  and  the  con- 
tact between  the  two  groups  of  girls  has  been  a  mutual  benefit. 

At  Christmas  the  whole  school  cooperates  in  sending  cheer 
to  children  and  grown-ups  in  institutions  and  in  their  own 
homes.  Each  student  is  given  an  opportunity  to  bring  food, 
toys,  and  clothing  to  the  Christmas  Assembly.  His  gift  is 
wrapped  in  holiday  splendor  and  he  places  it  under  the  Christ- 
mas tree.  After  the  assembly  Rainbow  girls  and  W.  B.  boys  sort 
the  gifts  and  deliver  them  to  their  destinations. 

There  are  no  club  dues :  money  needed  comes  from  the  work 
of  the  members.  The  Cafeteria  and  Lost  and  Found  services  are 
sources  of  revenue.  Occasionally  the  club  holds  a  food  sale  or 
dance,  when  money  is  required  for  a  special  project. 

The  girls  are  encouraged  to  undertake  any  welfare  activity 
which  is  wholesome,  constructive,  and  which  has  a  real  service 
value.  They  are  often  asked  to  sell  tags  or  to  raise  a  sum  of 
money  for  a  cause  which,  while  worthy  in  itself,  contains  no 
educational  opportunity  for  active  service  work.  There  is  no 
place  in  a  school  service  program  for  money  making  schemes 
unless  there  is  a  service  side  of  which  the  students  are  conscious. 


SOCIAL  SERVICE   WOEK  IN  THE  HIGH  SCHOOL  277 

The  members  of  the  Rainbow  Club  find  themselves  actively 
engaged  in  "scattering  rainbows.'7  There  are  enough  activities 
for  every  girl  to  have  an  opportunity  to  share  in  the  work.  One 
of  the  responsibilities  of  the  president  is  to  know  what  each  girl 
is  doing,  and  to  encourage  and  lead  each  one  to  an  active  expres- 
sion of  her  service  interest.  The  club  meetings  foster  a  united 
group  spirit  and  each  girl  hears  of  the  interests  and  work  of  the 
others.  Committee  reports  are  filed  in  a  permanent  record  book, 
and  general  reports  are  made  at  the  close  of  each  semester. 

The  boys  of  the  school  at  first  supported  the  work  of  the 
Rainbow  Club  by  furnishing  auto  service,  and  helping  wherever 
they  could.  Finally  a  group  of  twenty  leaders  formed  their 
own  welfare  organization,  called  it  the  W.  B.  Society  without 
other  explanation  of  the  name  than  that  it  might  mean  "wife 
beaters"  or  "well  babies,"  and  with  boylike  energy  organized 
a  transportation  service  for  the  Health  Center.  In  groups  of 
two  they  went  before  school  in  the  mornings  to  different  parts 
of  the  city  and  brought  children  to  the  Health  Center  for  tonsil 
operations.  They  aided  the  Rainbow  Club  in  fitting  up  a  day 
nursery  in  one  of  the  Oakland  schools,  and  helped  in  all  of  the 
school  service  work.  After  an  enthusiastic  year  the  leaders 
graduated  but  had  failed  to  train  others  for  leadership ;  so  the 
club  slumbered  for  six  months.  Interest  revived  when  some  of 
the  boys  helped  in  the  program  for  relief  of  the  unemployed 
during  the  spring  of  1922.  They  reorganized  the  club,  worked 
on  Saturdays  and  after  school  on  the  Health  Center  project, 
transported  dental  chairs  to  different  schools,  and  under  the 
inspiration  •  of  an  enthusiastic  faculty  advisor,  established  a 
permanent  organization. 

The  work  of  these  two  social  service  clubs  has  not  limited 
the  service  activities  of  other  organizations  where  those  interests 
have  developed.  Nearly  every  club  in  the  school  has  carried 
on  some  service  work  during  the  past  school  year.  The  Kamara 
Kraft  Klub  took  pictures  of  orthopedic  cases  at  the  Health  Cen- 
ter ;  money  for  relief  of  unemployment  was  raised  by  the  Art 
and  Radio  clubs  and  by  the  Girls'  Athletic  Association;  the 


278  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

Dramatic  Club  gave  benefit  performances,  the  Camp  Fire  Girls 
had  a  service  program;  the  Civic  League  organized  practical 
unemployment  relief  work;  science  girls  maintained  a  service 
and  rest  room;  the  boys'  Block  U  Society  started  a  scholarship 
fund ;  and  the  school  newspaper,  the  art  and  domestic  science 
departments  cooperated  in  making  service  work  a  vital  part  of 
the  school  program. 

Is  social  service  worth  while?  Does  it  justify  itself  from 
an  educational  standpoint?  If  not,  it  has  no  place  in  a  school 
program. 

These  boys  and  girls  are  working  together  for  a  common 
aim.  In  cooperating,  they  are  forming  habits  of  tolerance,  of 
fairness,  and  of  honest  judgment.  They  find  truer  standards 
for  evaluating  persons  and  actions.  They  develop  powers  of 
leadership  and  experience  the  joy  of  fellowship.  It  is  no  small 
task  to  be  president  of  a  club  of  150  members  where  the  work 
is  so  personal  and  active  as  it  is  in  the  Rainbow  Club.  A  com- 
mittee chairman  soon  learns  the  Golden  Rule  as  she  leads  her 
girls  to  a  fulfillment  of  the  work  they  have  undertaken.  Per- 
sonal responsibility  becomes  vital  when  one  realizes  the  cost  to 
another  of  a  broken  appointment  or  of  a  poorly  finished  task. 
The  members  of  these  clubs  devote  time  out  of  school  to  work 
for  others.  Many  high  school  activities  require  very  little  time 
out  of  school  hours,  and  the  members  get  definite  returns  in 
applause,  increased  skill  or  more  knowledge  in  their  chosen  field 
of  activity.  The  service  worker  adds  to  all  this  the  joy  of  work 
for  others,  and  finds  herself  finer,  truer  and  closer  to  her  own 
ideals;  as  one  girl  said,  "we're  casting  rainbows  around  our- 
selves as  well  as  around  others." 

The  members  of  the  Service  Club  are  constantly  in  touch 
with  the  misfits  of  the  world;  they  see  children  paying  the 
penalty  for  broken  homes,  men  already  unemployed  or  unem- 
ployable, sick,  under  nourished,  ill-clothed,  and  begin  to  under- 
stand the  results  of  lack  of  training.  The  danger  is  that  students 
will  see  these  conditions  existing,  and  will  come  in  contact  only 


SOCIAL  SERVICE   WORK  IN   THE  HIGH  SCHOOL  279 

with  attempts  to  cure  them  without  coming  in  touch  with  the 
promotive,  preventive,  constructive  side  of  social  service.  If 
such  is  the  case,  they  will  fail  to  get  the  true  social  vision.  By 
careful  selection  and  direction  of  activities,  however,  students 
soon  see  the  limitations  of  the  smug  attitude  of  acceptance  of 
situations,  and  learn  to  know  the  value  of  social  service  work. 
By  sharing  in  the  work  of  those  organizations  which  build  up, 
they  come  to  realize  that  the  world  is  still  in  the  making,  that 
they  are  co-creators,  and  accordingly  as  citizens  in  a  democracy 
they  envisage  the  highest  standards  of  social  good  in  small  and 
in  great  things. 

What  do  the  students  think  of  the  wrork?  The  answer  to 
this  question  is  one  certain  measure  of  success  and  justification. 
In  an  effort  to  answer  this  question  fairly,  the  writer  asked 
different  girls  who  had  taken  part  in  the  club  work  to  express 
their  own  ideas  of  what  the  Rainbow  Club  had  meant  to  them. 
The  following  was  written  by  a  girl  six  months  after  she  had 
graduated.  It  is  chosen  because  it  embodies  the  thought  of  most 
of  the  others,  and  because  it  was  written  by  a  charter  member 
who  has  seen  it  grow  to  its  present  strength. 

Our  purpose  in  organizing  a  Eainbow  Club  in  the  first  place,  was  to 
provide  some  activity  for  the  girls  who  neither  danced  nor  seemed  to  pos- 
sess any  great  talent  along  musical  or  artistic  lines.  .  .  .  We  were  in  search 
of  something — anything  that  would  appeal  to  those  who  needed  more  than 
any  other  group  an  activity  to  bring  them  out  of  themselves.  .  .  .  We 
purposely  avoided  defining  our  scope  of  activity  too  specifically  because  WTC 
felt  that  this  organization  should  be  one  of  the  group  to  be  shaped  wholly 
by  the  members.  We  were  not  thinking  so  much  of  the  orphans  and  the 
blind  people  as  of  the  University  High  School  end  of  the  matter.  However 
we  soon  forgot  about  ourselves  and  threw  all  our  energies  behind  the  task 
of  dealing  out  smiles  to  our  proteges.  ...  I  firmly  believe  that  their  (the 
girls')  Rainbow  activity  broadens  their  outlook  on  life,  gives  them  some 
idea  of  how  some  people  have  to  live,  makes  them  appreciate  their  own 
advantages,  develops  unselfishness,  initiative,  ' l  stick -to-it-iveness, ' '  and 
comes  just  about  as  close  as  anything  I  know  to  making  the  girls  one- 
hundred-percent  Americans.  .  .  .  We  were  privileged  to  watch  leaders  de- 
velop from  shy,  backward  girls,  to  see  that  community  spirit  get  possession 
of  girls  who  were  unhappy  because  of  conditions  at  home,  or  for  other 
reasons,  just  forget  their  troubles  in  bringing  ''rainbows"  to  some  one 


280  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

worse 'off  than  they.  Those  who  were  backward  from  the  so-called  social 
standpoint  blossomed  out  as  our  best  workers,  in  many  instances.  I  think 
that  the  one  great  big  good  that  the  Eainbow  Club  does,  as  far  as  the  girls 
are  concerned,  is  in  presenting  the  idea  of  service  to  them  in  such  a  way 
that  it  is  bound  to  make  a  permanent  impression  on  all  Jcinds  of  individuals. 

A  parent  expressed  his  opinion  as  follows : 

I  believe  the  Club  to  be  one  of  the  best  agencies  for  good  that  I  have 
ever  know^  for  it  is  continually  doing  good  where  it  is  needed,  and  what  is 
farther  reaching  in  its  results,  it  is  developing  the  character  of  the  girls 
who  engage  in  its  activities.  They  will  be  better,  more  unselfish  women 
as  a  result  of  the  training  they  are  receiving  by  doing  the  kind  deeds 
which  they  do  as  members  of  the  Eainbow  Club. 

If  through  the  concrete  activities  of  social  service  work  the 
high  school  student  gains  standards  of  gracious  and  sincere 
service,  a  sane  social  outlook  upon  the  problems  of  a  world  in 
the  making,  habits  of  viewpoint  and  of  action  which  make  for 
character  building  and  the  finest  citizenship,  then  he  may  find 
a  practical  religion  and  a  life  more  abundant. 


THE  HIGH  SCHOOL  CAMERA  CLUB 

H.  W.  EDWAKDS,  PH.D. 

The  appeal  of  photography  to  the  ordinary  boy  and  girl  is 
such  that  a  camera  club  can  be  made  an  important  activity  of 
any  high  school.  The  basis  for  the  success  of  such  a  club  is  to 
be  found  in  the  capitalization  of  the  natural  interest  of  the 
student,  for  best  results  are  always  obtained  where  attention 
is  attracted  rather  than  forced.  The  appeal  of  "  making  pic- 
tures" can  be  made  the  lure.  The  youth  of  our  schools  seldom 
have  an  opportunity  to  learn  the  principles  of  photography, 
and  many  want  to  know  not  only  how  to  do  it,  but  how  it  can 
be  done  at  a  minimum  expense. 

A  camera  club  may  serve  both  the  student  and  the  school. 
It  may  furnish  illustrative  material  for  the  school  periodicals 
and  produce  a  valuable  pictorial  record  of  the  school's  activi- 
ties, thus  furnishing  profitable  and  interesting  employment  to 
a  limited  group  of  boys  and  girls.  To  the  individual  member  it 
should  present  a  study  rich  in  useful  information.  Skill  in  the 
use  of  certain  instruments  and  processes  can  be  developed,  and 
satisfaction  resulting  from  the  accomplishment  of  specific, 
tangible  results  may  be  experienced.  The  gaining  of  knowledge 
which  may  be  turned  to  financial  advantage  is  an  important 
consideration.  From  the  membership  of  the  Camera  Club  of 
the  University  High  School,  four  students  found  employment 
during  the  past  summer,  two  did  oil  coloring  of  photos  and  one 
developing  and  printing  at  a  resort  studio.  Another  paid  part 
of  his  summer  expenses  by  taking  and  selling  pictures. 

A  camera  club  should  consist  of  one  or  more  teachers  and 
ten  to  twenty  students.  The  teacher  need  not  have  had  any 
considerable  experience  in  photography  but  must  be  interested 
in  boys  and  girls  and  willing  to  spend  a  few  extra  hours  each 


282  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

week  with  them.  Student  control  under  responsible  officers 
should  be  the  dominant  principle  in  organization.  It  is  advis- 
able to  have  the  work  apportioned  among  several  committees, 
each  functioning  for  a  sufficient  length  of  time  to  learn  the 
details  of  a  process  thoroughly  and  yet  not  long  enough  for 
any  one  to  lose  interest.  The  committees  should  be  in  charge 
of  such  parts  of  picture  making  as  photographing,  developing, 
printing,  advertising  and  selling,  purchasing  supplies,  preparing 
chemical  solutions,  coloring  prints,  enlarging,  and  making  lantern 
slides.  That  any  but  the  fundamental  processes  will  be  under- 
taken until  the  necessary  skill  is  developed  or  until  sufficient 
funds  have  been  accumulated  for  the  purchase  of  additional 
equipment,  is  not  to  be  expected. 

Surprisingly  little  equipment  is  necessary  to  begin  with. 
The  entire  outfit  wyill  cost  less  than  many  single  pieces  of  appa- 
ratus found  in  some  of  our  science  laboratories  and,  needless 
to  say,  will  often  be  far  more  used.  A  small  darkroom  is  essen- 
tial. It  need  not  occupy  more  than  30  or  40  square  feet.  It 
should  have  electric  lights,  red  for  developing  and  white  for 
printing.  A  sink  with  running  water  need  not  be  in  the 
darkroom  but  should  be  close  by.  Three  tanks  of  wood  or  iron 
will  be  needed  for  developing  films.  These  should  be  at  least 
1^2"  X  4"  in  cross  section  and  about  40  inches  deep.  They 
should  be  painted  inside  and  out  with  some  inert  material,  such 
as  asphaltum  paint.  Each  tank  should  be  labelled  in  such  a 
way  that  it  will  be  used  only  for  one  process, — developing,  fix- 
ing, or  washing.  The  tank  for  washing  should  have  a  small 
tube  fixed  in  the  lower  end  so  that  when  films  are  to  be  washed, 
water  may  be  forced  into  the  tank  from  the  faucet  and  per- 
mitted to  overflow  from  the  top  into  the  sink.  There  will  be 
needed  for  printing  three  trays,  each  8"  X  10".  Cheap  shallow 
baking  dishes  will  do,  provided  they  are  painted.  A  printing 
box  as  described  by  the  Eastman  Kodak  Company  would  be  an 
advantage.  Cameras  owned  by  members  of  the  club  may  be 
used  until  funds  permit  the  purchase  of  a  larger  one.  In  the 


THE  HIGH  SCHOOL  CAMERA  CLUB  283 

latter  case  a  focusing  5"  X  7"  plate  camera  with  rapid  recti- 
linear lens  will  be  of  great  service.  Only  chemicals  prepared 
for  photography,  or  their  equivalent,  should  be  purchased. 
Printing  paper,  such  as  Velox  or  Azo,  should  be  bought  by  the 
gross  in  adequate  sizes,  5"  X  7"  or  4"  X  6",  which  will  cut  to 
advantage  for  the  smaller  sizes  and  at  the  same  time  give  white 
borders  when  trimmed. 

Although  a  small  initial  fund  will  be  required,  other  finan- 
cial support  will  not  long  be  necessary.  Income  will  be  obtained 
from  the  developing  and  printing  of  films  for  students  outside 
of  the  club,  and  from  the  sale  of  prints  of  student  activities  such 
as  games,  clubs,  and  plays.  The  photographing  committee 
should  take  pictures  of  various  activities.  Prints  of  these  may 
be  suitably  mounted  in  an  album  from  which  students  may  order 
copies  at  reduced  prices.  All  work  should  be  done  on  a  cash 
basis.  Business-like  records  should  be  accurately  kept,  and  the 
funds  turned  over  to  the  school  treasurer  at  regular  intervals. 
It  is  only  fair  to  give  special  rates  to  club  members  as  remunera- 
tion for  services  rendered. 

Many  valuable  suggestions  are  given  in  "How  to  Make  Good 
Pictures,"  by  the  Eastman  Kodak  Company.  These  should  be 
carefully  followed.  If  properly  approached,  local  photographers 
will  be  found  willing  to  give  assistance.  A  delegation  should 
visit  their  studios  for  a  glimpse  of  practical  methods.  The 
following  described  processes  of  developing  and  printing  have 
been  found  satisfactory.  No  attempt  is  made  here  to  go  into 
detail,  but  sufficient  description  is  offered  to  give  a  working 
knowledge  if  used  in  conjunction  with  the  book  mentioned  above. 
To  discuss  the  processes  of  enlarging,  the  coloring  of  prints, 
and  the  making  of  lantern  slides,  would  require  technical 
descriptions  not  suitable  for  this  article. 


284 


THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 


DEVELOPING  FILMS   BY   THE   TANK 

Developing. — The  developer  consists  of  three  solutions  made 
separately  according  to  the  following  proportions : 


Water 

Sodium  bisulphite .. 

Pyrocallic  acid 

Potassium  bromide 


225.       c.c. 

2.25  grams 

14.       grams 

0.25  gram 


Water  

Sodium  Sulphite,  dry 


225.       c.c. 
25.       grams 


Water 

Sodium  carbonate,  dry 


225.       c.c. 
37.5     grams 


These  solutions  will  keep  indefinitely  in  glass  stoppered  bottles. 
When  ready  to  develop,  the  tank  is  to  be  filled  with  a  mixture 
of  the  three  solutions  and  water  in  the  proportion  of  one  part 
each  of  "A,"  "B,"  and  "C"  and  25  parts  of  water,  that  is, 
say,  100  c.c.  each  of  "A,"  "B,"  and  "C"  and  2500  c.c.  of  water. 
These  must  be  thoroughly  mixed  and  then  poured  into  the  tank. 
The  temperature  of  the  solution  is  then  to  be  taken  and  the  time 
required  for  development  determined.  Warm  solutions  work 
faster  than  cold  ones.  If  the  temperature  is  15°  C,  the  time  of 
development  will  be  18  minutes.  For  each  degree  warmer  the 
time  will  be  shortened  by  one  minute.  If  the  solution  is  warmer 
than  20°  C  it  should  be  cooled,  otherwise  the  film  may  be  ruined 
by  the  softening  of  the  gelatine.  In  the  red  light  of  the  dark- 
room, the  paper  from  the  film  should  be  unrolled  until  the  first 
end  of  the  film  is  reached  and  then  a  strip  of  lead,  to  serve  as 
a  sinker,  attached.  The  film  should  then  be  lowered  into  •  the 
tank  as  it  is  unrolled.  The  paper  should  not  enter  the  solution. 
When  the  other  end  of  the  film  is  reached  the  paper  may  be  torn 


THE  SIGH  SCHOOL  CAMERA  CLUB  285 

off  and  a  wire  hook  fastened  to  the  film  to  enable  its  being  easily 
handled  in  the  solution.  The  film  should  be  left  in  the  developer 
for  the  required  time,  and  should  be  raised  and  lowered  a  few 
inches  every  two  or  three  minutes  to  insure  uniformity  of  devel- 
opment. The  developer  may  be  used  for  three  or  four  films 
developed  simultaneously  or  consecutively.  Upon  removal  from 
the  developer  the  film  should  be  rinsed  by  lowering  it  into  a 
second  tank  containing  water,  and  should  then  be  transferred 
to  the  hypo  tank  for  fixing. 

Fixing  the  film.  The  hypo  solution  consists  of  two  parts 
made  separately  and  then  mixed. 

Part  I 

Water 1800.  c.c. 

Hypo 450.  grams 

Part  II 

Water 150.  c.c. 

Sodium  sulphite 28.  grams 

Acetic  acid,  99% 20.  c.c. 

Alum 28.  grams 

After  rinsing,  the  film  is  lowered  into  a  third  tank  contain- 
ing the  hypo  solution.  The  length  of  time  required  for  this 
purpose  is  not  always  the  same,  for  it  depends  upon  the  number 
of  times  that  the  solution  has  been  previously  used.  The  film 
must  be  left  in  this  solution  until  all  of  the  yellowish  silver  salts 
have  been  completely  dissolved.  It  may  then  be  transferred  to 
the  rinsing  tank  in  which  it  is  to  be  washed.  This  is  easily 
accomplished  by  placing  the  tank  upright  in  the  sink  and  making 
hose  connections  from  the  faucet  to  the  little  tube  fixed  in  the 
bottom  of  the  tank.  By  this  device  the  film  is  washed  with 
running  water  entering  the  tank  from  the  bottom  and  overflow- 
ing into  the  sink  from  the  top.  Washing  will  be  completed  in 
thirty  minutes.  The  film  should  then  be  hung  in  a  place  free 
from  dust  until  dry. 


286  THE  UNIVERSITY  HIGH  SCHOOL  JOUENAL 

MAKING  THE  PEINT 

The  process  of  making  a  good  print  is  described  in  the 
pamphlet,  "How  to  Make  Good  Pictures,"  referred  to  above. 
Only  a  few  suggestions  will  be  offered. 

The  paper.  Either  Velox  or  Azo  may  be  used.  The  best 
prints  can  be  made  with  Velox,  which  is  more  expensive  but  with 
mediocre  negatives  is  worth  the  difference  in  cost.  For  general 
work  the  semi-matte  surface  in  single  weight  will  be  found 
desirable.  Some  negatives  are  very  contrasty  and  require  a 
different  paper  from  others  that  are  more  uniform.  To  obtain 
the  best  results  it  is  advisable  to  have  the  paper  stock  in  three 
degrees  of  contrast.  For  Velox  this  is  expressed  as  Special, 
Regular,  and  Contrast. 

The  developer.  For  either  paper  the  most  satisfactory  de- 
veloper is  made  of  the  following  ingredients : 

Water 300.       c.c. 

Elon 0.45  grams 

Hydroquinon 2.       grams 

Sodium  sulphite 7.5     grams 

Sodium  carbonate 10.       grams 

Potassium  bromide,  10% 40.       drops 

This  solution  should  be  kept  in  a  tightly  closed  bottle  until 
used. 

Hypo  or  fixing  solution.  (The  solution  described  above  for 
the  fixing  of  films  is  equally  serviceable  here. ) 

Films  and  the  printing  frame.  The  films  and  the  glass  of 
the  frame  should  be  clean  and  free  from  finger  marks.  To 
obtain  white  borders  on  the  prints,  oversized  paper  is  used. 
One  very  simple  way  to  obtain  this  effect  is  to  have  several 
pieces  of  glass  to  fit  the  frame  each  with  a  mat  attached.  The 
mat  may  be  made  from  any  opaque  paper  cut  the  same  size  as 
the  glass,  and  with  a  rectangular  opening  slightly  smaller  than 
the  size  of  the  film  to  be  used.  If  the  mat  is  attached  to  the  glass 
only  along  the  sides  then  the  film  may  be  easily  slipped  into  the 
proper  position. 


THE  HIGH  SCHOOL  CAMERA  CLUB  287 

Trays.  Three  trays  will  be  needed.  One  each  for  developer, 
water,  and  hypo.  They  should  be  labelled  to  permit  repeated 
use  with  the  same  solution. 

Exposures.  In  order  to  procure  uniformly  good  results 
with  a  minimum  of  loss  from  failures,  it  is  necessary  to  have 
uniform  conditions.  The  same  lamp  should  always  be  used. 
The  printing  frame  should  be  placed  at  exactly  the  same  dis- 
tance from  the  lamp.  The  paper,  the  developer,  and  the  tem- 
perature should  not  vary.  If  desired,  the  correct  printing  time, 
when  once  found,  may  be  written  upon  the  margin  of  the  film  to 
obviate  the  need  of  its  redetermination.  A  printing  scale  could 
easily  be  devised  from  which  the  correct  printing  time  of  each 
new  negative  might  be  quickly  found.  It  would  consist  of  sev- 
eral old  negatives  with  varying  density,  the  printing  time  of 
each  having  been  determined  and  written  upon  it.  To  find  the 
correct  printing  time  of  a  new  negative  it  is  then  only  necessary 
to  compare  its  density  with  those  of  the  scale. 

Developing,  fixing,  and  washing.  In  order  to  prevent  stains 
it  is  very  necessary  to  have  everything  clean.  Hypo  must  in 
no  manner  enter  the  developing  tray.  A  student  should  learn 
to  handle  the  print  with  one  hand  in  the  developer  and  rinsing 
water  and  with  the  other  in  the  fixing  bath.  This  is  very  im- 
portant. In  order  to  avoid  trouble  it  is  advisable  to  have  two 
students  work  together  when  printing,  one  of  them  making  the 
exposures  and  the  other  developing  and  fixing.  The  one  making 
the  exposures  should  drop  the  exposed  print  into  the  developer. 
The  other  then  should  manipulate  it  with  the  right  hand  only. 
The  print  should  be  completely  immersed,  face  down,  to  insure 
simultaneous  wetting  of  all  portions  of  its  surface.  In  a  few 
seconds  it  may  be  turned  over  to  watch  development.  When  this 
is  completed  it  should  be  rinsed  (still  using  the  right  hand) 
in  the  second  tray  and  then  dropped  into  the  hypo,  where  the 
left  hand  should  be  used  to  move  the  print  about  in  the  solution. 

The  prints  should  remain  in  the  hypo  for  at  least  fifteen 
minutes,  care  being  taken  that  they  do  not  mat  together.  If  a 


288  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

large  number  of  prints  is  to  be  made,  two  or  more  trays  for 
fixing  should  be  used.  When  the  prints  in  one  tray  have 
remained  in  a  solution  for  fifteen  minutes  they  may  then  be 
washed  in  running  water  for  thirty  minutes.  Any  sink  may  be 
used  for  this  purpose,  but  if  the  drain  hole  is  equipped  with  a 
stopper  and  tube  so  that  there  will  always  be  four  or  five  inches 
of  water  in  it,  the  washing  process  will  be  facilitated.  After 
being  washed  for  the  required  time,  the  prints  should  be  placed 
between  blotters  and  the  excess  water  squeezed  out.  They 
should  then  be  spread  out  on  cheese  cloth  until  dry.  Trimming 
completes  the  process. 

The  procedure  as  outlined  is  one  that  may  be  made  operative 
in  any  high  school,  and  one  of  sufficient  simplicity  and  variety 
to  attract  the  ordinary  youth  whether  he  be  interested  in  photo- 
graphy as  a  vocation  or  as  an  avocation. 


PHYSICAL  EDUCATION  FOR  GIRLS  AT  THE 
UNIVERSITY  HIGH  SCHOOL 

LOUISE  B.  PATTEKSON* 

Physical  education  is  now  attracting  more  attention  than 
ever  before.  This  attention  is  due,  first,  to  the  war,  which 
awakened  interest  in  the  increasing  need  for  physical  education 
as  a  means  of  keeping  the  nation  physically  fit,  and  second,  to 
the  reorganization  of  education  in  which  the  use  and  purpose 
of  physical  education  are  being  put  severely  to  test.  The  aims 
and  objectives  to  which  this  study  contributes,  together  with 
its  place  in  the  school  program,  have  been  widely  discussed,  with 
the  result  that  the  physical  and  social  values  have  been  generally 
accepted.  Nevertheless  some  educators  still  believe  that  physical 
educators  have  "their  brains  in  their  feet"  and  that  what 
education  there  is  in  the  subject  is  "for  the  physical  rather  than 
through  the  physical." 

We  are  interested  in  physical  education  because  of  its  im- 
portance in  a  vital  educational  program.  It  is  the  frame  and 
structure  upon  which  the  whole  school  program  is  built.  We 
are  interested  that  our  girls  may  be  better  able  to  perform  their 
obligations  as  citizens  of  the  school  and  community,  and  better 
able  to  undertake  their  particular  life  business.  We  expect  their 
lives  to  be  made  more  complete  and  them  to  become  more  worthy 
citizens.  To  this  end  the  work  is  made  to  center  in  (1)  big 
muscle  activities,  (2)  control  of  growth  handicaps,  and  (3) 
instruction  in  standards  of  living.  Unlimited  possibilities  for 
a  natural  social  program,  for  an  indirect  connection  with  attend- 
ance and  scholarship  through  regard  for  health,  for  developing 
leadership  and  power,  and  for  supplying  the  means  for  better 
equipping  the  body  as  a  useful  servant  have  required  that  the 
program  be  arranged  and  carried  out  as  here  outlined. 

*  Supervisor  of  physical  education  for  girls. 


290  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 


THE  PEOGEAM  OF  ACTIVITIES 

The  program  of  activities  is  operated  on  a  schedule  of  five 
periods  a  week.  The  length  of  a  school  period  is  forty  minutes. 
Twenty-two  minutes  is  the  maximum  time  for  actual  activity 
after  dressing  time  is  deducted.  Two  periods  a  week  are  devoted 
to  organized  team  games;  two  days  to  gymnasium,  which  is  a 
combination  of  formal  work,  posture  training,  games  of  lower 
organization,  stunts,  and  relays;  the  remaining  day  is  reserved 
for  rhythm  training  and  dancing. 


OEGANIZED   TEAM  GAMES 

Since  the  school  includes  grades  seven  to  twelve,  there  is 
necessarily  an  adapted  schedule  of  activities  for  the  lower  grades. 
But  for  the  high  school,  there  is  a  parallel  schedule  of  organized 
games.  With  400  girls  divided  into  groups  which  average  40, 
any  game  is  more  interesting  when  played  by  all  the  groups  at 
the  same  time.  By  so  doing  there  is  opportunity  for  competition 
between  the  teams  of  a  given  section,  between  winners  of  sections 
which  meet  at  the  same  hour,  and  finally  for  challenge  games  at 
noon  or  after  school  between  class-hour  champions. 

A  complete  list  of  games  for  a  given  year  will  be  found  in 
the  appended  sample  list  of  activities.  The  length  of  the  season 
depends  of  course  upon  the  game.  Captain  basketball  (rules 
will  be  found  at  the  end  of  this  article),  which  is  always  popu- 
lar, opens  the  fall  season  and  claims  the  longest  run.  I  know 
of  no  other  team  game  that  is  comparable  to  it,  especially  for 
large  groups  and  for  a  class  activity.  Thirteen  girls  can  be 
active  on  one  team  at  one  time.  That  means  that  any  game 
includes  twenty-six,  a  larger  number  than  is  usual.  The  criti- 
cism that  is  always  made  is  that  girls  on  bases  are  inactive. 
They  never  need  be.  There  is  a  working  radius  of  9  square 
feet  (bases  are  3'  X  3')  and  it  is  good  to  see  girls  who  really 
use  their  possibilities  by  stretching  and  reaching  and  jumping 


PHYSICAL  EDUCATION  FOE  GIELS  291 

continually,  covering  every  inch  of  space  up  to  the  next  base- 
man's territory.  On  the  other  hand  the  base  offers  an  oppor- 
tunity for  any  girl  not  able  to  play  basketball  or  running  guard 
in  captain  basketball.  She  can  get  all  the  thrills  of  a  regular 
basketball  game  without  the  strain.  There  is  also  a  tendency 
to  increase  the  number  of  guards.  This  destroys  the  balance 
between  the  chances  of  baseman  and  guards.  Since  the  base- 
man 's  territory  is  confined  so  much  more,  it  would  be  hardly 
fair  to  cover  him  with  a  special  guard  who  has  the  opportunity 
of  covering  half  the  field.  The  combination  of  opportunities 
for  shooting  goals,  making  passes,  or  throwing  to  a  near  or  a  far 
captain  gives  a  tremendous  field  for  developing  a  variety  of 
skill.  Good  coaching  of  this  game  will  develop  the  various 
opportunities,  and  thus  afford  a  most  interesting  game  to  every 
member  of  the  team. 

The  fact  that  captain  basketball  affords  girls  of  different 
physical  abilities  the  thrills  of  a  real  basketball  game,  and  is 
excellent  for  large  or  small  groups  needs  to  be  emphasized. 
Skills  are  developed  which  carry  over  into  any  other  basketball 
game.  The  fact  is,  many  girls,  including  star  basketball  players, 
would  rather  play  captain  basketball,  which  is  quite  a  tribute 
considering  that  basketball  still  holds  the  title  for  popularity 
throughout  the  country.  Captain  basketball  is  scheduled  instead 
of  basketball  throughout  the  class  hours,  and  with  great  success. 
Basketball  is  reserved  for  an  optional  after-school  activity. 

The  choice  of  games  is  dependent  first  of  all  upon  results. 
The  usefulness  of  a  game,  however,  is  dependent  upon  the  facili- 
ties and  equipment  available,  so  that  first  choice  is  not  always 
possible.  Nine-court  basketball,  volley  ball,  newcomb,  long  ball 
and  hit  pin  baseball  are  all  excellent  games  in  season.  Nothing 
succeeds  like  success,  so  that  every  girl  likes  that  game  best  in 
which  she  is  most  skillful.  Consequently,  volley  ball  and  new- 
comb,  which  are  not  so  familiar  and  in  which  few  girls  have 
become  skillful,  and  which  apparently  take  a  longer  time  to 
teach,  are  not  so  popular.  This  ought  not  to  discredit  them, 


292  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

and  I  have  many  times  seen  as  much  skill  and  interest  displayed 
in  these  games  as  in  any  basketball  game.  Besides,  a  variety  of 
games  provides  different  kinds  of  activities.  Especially  good  is 
the  two-hand  upward  thrust  used  in  volley  ball  in  contrast  to 
the  single-arm  downward  movements  of  many  games. 

The  teaching  of  team  games  to  large  groups  as  a  class  activity 
can  be  so  organized  as  to  give  every  member  of  the  group  the 
specialized  coaching  the  game  requires,  coaching  which  usually 
is  given  only  to  a  picked  group  of  individuals.  A  good  ball  game 
requires  skillful  handling  of  the  ball.  A  girl  can  not  suddenly 
be  thrown  into  a  game  and  be  expected  to  play  well.  She  must 
first  learn  some  of  the  elements.  She  will  not  learn  to  catch  a 
ball  well  if  she  never  learns  the  '  *  feel "  of  a  good  throw.  If  the 
ball  is  constantly  thrown  too  high  or  too  hard  or  too  low  she 
soon  becomes  discouraged.  Until  she  learns  to  throw  a  ball  that 
her  team  mate  can  catch,  she  is  not  a  good  team  player.  To 
throw  a  ball  so  swiftly  that  no  one  can  catch  it  is  not  a  display 
of  prowess.  A  player  becomes  a  good  one  when  she  learns  the 
strengths  and  weaknesses  of  her  team  mates  and  uses  that 
knowledge  in  guiding  her  own  plays.  It  becomes  apparent  then 
that  how  to  throw  and  catch  a  ball  is  of  first  importance  in  any 
ball  game. 

A  class  of  50,  100,  or  150  in  basketball  can  be  easily  handled. 
The  class  can  be  lined  up  an  arm's  distance  apart  on  two  or 
four  sides  of  the  gymnasium  or  court  or  playground.  The 
instructor  chooses  as  many  assistants  as  can  work  without  inter- 
ference, taking  care  to  choose  only  such  players  as  can  throw 
accurately.  The  instructor  demonstrates  a  given  throw,  speci- 
fying for  example  a  throw  directly  aimed  at  the  waist  of  a 
catcher.  The  idea  is  to  practice  such  a  throw  until  players  can 
throw  the  ball  accurately  to  the  waist,  so  that  the  catcher  does 
not  have  to  move  in  catching  it.  The  instructor  and  assistants 
start  at  various  intervals,  progressing  in  rotation.  Players 
return  the  ball  each  time  to  the  coach.  This  gives  each  player 
experience  in  feeling  and  catching  a  good  ball,  and  in  returning 


PHYSICAL  EDUCATION  FOE  GIRLS  293 

a  given  throw.  The  more  assistants  possible,  the  more  experience 
for  each  player.  But  the  assistants  must  be  skilled  or  the 
inexperienced  players  may  as  well  play  with  each  other.  In 
case  the  whole  class  is  composed  of  beginners,  the  instructor 
may  use  experienced  girls  from  other  classes,  or  train  some 
specially  capable  girls  outside  of  class  time.  It  is  worth  the 
trouble. 

Thus  each  throw  may  be  introduced — chest,  overhead,  new- 
comb,  low,  single-arm  and  so  on.  Then  a  throw  may  be  intro- 
duced which  makes  the  player  have  to  move  for  the  ball,  jump 
off  the  ground  to  catch  it,  or  advance  for  it.  When  experience 
warrants,  players  may  throw  to  each  other  in  teams  (zig-zag 
relay)  ;  the  competition  puts  zest  into  a  practice  game.  So  the 
process  goes  on  through  pivots,  turns,  dodging,  signaling,  etc. 

Guard  practice  and  forward  practice  may  be  combined. 
Double  up  the  players.  Throw  to  forward  with  or  without  sig- 
nal, having  guard  first  be  stationary,  then  moving  without  seeing 
signal,  then  with  seeing  signal.  Change  forwards  and  guards 
for  practice.  Team  plays  can  be  easily  organized.  Divide  class 
into  teams  of  five,  six  or  nine — whatever  size  team  you  use. 
Passing  without  shooting  can  be  practiced  off  the  court.  Two 
teams  can  practice  plays  on  the  court  at  a  single  time.  No 
team  need  be  idle  if  there  are  balls. 

Many  forms  of  competition  may  be  introduced  into  this 
practice.  (See  preliminaries  for  basket-ball  games.)  And  while 
two  teams  are  playing  a  game  all  others  can  be  busy  practicing 
in  earnest. 

In  baseball,  experience  in  the  elements  of  the  game  is  essen- 
tial. Number  off  the  class  by  fours ;  or  if  there  are  not  enough 
balls,  by  five  or  sixes.  Use  a  backstop  or  gymnasium  wall.  Have 
number  ones  step  a  few  feet  in  front  of  wall  and  as  far  apart 
as  space  warrants.  Number  ones  become  catchers.  Have  num- 
ber twos  step  in  front  of  number  ones  with  bats.  Number  threes 
step  twenty  or  thirty  feet  out  and  face  twos  and  become  pitchers. 
The  other  numbers  become  fielders.  At  a  signal  to  play,  every 


294  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

one  is  busy.  The  instructor,  having  first  demonstrated  the  cor- 
rect way  to  pitch  and  bat  (throwing  and  catching  as  in  basketball) 
has  an  excellent  opportunity  to  review  each  batter,  catcher, 
pitcher,  and  fielder  by  simply  going  behind  each  line  of  players. 
This  affords  individual  instruction.  At  a  signal  all  balls  and 
bats  are  dropped.  Number  one  moves  to  two,  two  to  three,  three 
to  four,  and  the  last  to  number  one.  There  is  a  little  game  going 
on  in  each  group  and  each  player  bats  and  pitches  and  fields 
infinitely  more  in  a  short  time  than  she  ever  could  in  a  game. 

Similarly  on  the  diamond,  when  the  players  are  in  the  field. 
The  instructor  bats  up  calling  particular  plays  and  perhaps 
having  one  or  two  girls  learning  to  run  bases.  Other  teams 
may  do  the  same,  if  they  have  a  capable  captain,  or  may  be 
playing  scrub  so  that  every  girl  has  a  chance  to  try  each  position. 
Incessant  practice  of  elements  may  easily  become  dull.  It  is 
often  wise  to  play  a  game  at  first  to  demonstrate  what  a  mess 
it  can  be,  after  which  good  stiff  practice  will  be  welcome.  As 
soon  as  some  ability  is  gained,  the  simplest  practice  may  become 
the  most  exciting  kind  of  competition.  If  the  group  is  divided 
into  teams,  each  with  a  captain,  an  accumulative  practice  score 
is  positively  thrilling.  Zig-zag  relays,  all  kinds  of  throws,  a 
shooting  relay,  scoring  passes  in  a  circle  in  a  given  time,  or  credit- 
ing the  team  which  has  the  least  fouls  or  fumbles  in  end  practice 
or  team  plays,  awarding  a  point  to  the  winner  each  time,  are 
all  games  in  themselves.  Finally  add  the  total  team  scores  to 
the  game  score.  This  makes  practice  worth  while.  And  to 
accumulate  the  points  from  day  to  day  makes  every  day  a 
match  game  day.  By  the  time  final  games  arrive  all  teams 
know  how  hard  they  must  work. 

Every  section  is  divided  into  four  teams,  containing  on  an 
average  ten  members.  Each  team  elects  a  captain  and  a  man- 
ager who  are  largely  responsible  for  their  own  team  activities. 
At  the  beginning  of  each  season  a  score  card  is  posted  such  as : 


PHYSICAL  EDUCATION  FOE  GIELS  295 

CAPTAIN  BASKETBALL  EOUND 

FALL  1922 

Names  of  Teams  Dates  Match  game  won — 10  points 

Peppy  Peppers 
Knock-Outs 
Holy  Terrors 

Each  game  won  scores  10  points  for  the  winner.  In  case  of 
a  tie,  each  team  is  awarded  5  points.  Captains  are  responsible 
for  scoring.  Inning  games  must  be  scored  at  a  completed  inning. 

Every  team  has  its  name  and  is  either  a  blue  or  a  gold  team. 
(Blue  and  gold  are  school  colors.)  This  offers  competition 
between  various  teams  and  as  each  team  is  a  unit  in  one  of  two 
large  teams,  the  interest  is  greatly  enhanced. 

Each  week  the  individual  teams  may  know  their  own  scores 
and  whether  the  blue  or  the  gold  teams  are  ahead.  The  total 
blue  or  the  total  gold  score  is  simply  an  addition  of  individual 
team  points. 

At  the  end  of  a  season,  the  winner  of  the  two  blue  teams  in 
each  section  plays  the  winner  of  the  two  gold  teams.  The  section 
winners  in  each  class  hour  then  play  to  see  who  will  represent 
the  class  hour  in  the  finals.  Semi-finals  and  finals  are  played 
at  noon  or  after  school  and  some  team  claims  the  honor  of  school 
champion  in  a  particular  game.  This  is  always  exciting,  proves 
a  good  finish  for  the  season,  and  stirs  up  interest  for  the  next 
game.  After  all  ' '  the  game 's  the  thing ! ' ' 

The  optional  after-school  activities  include  major  and  minor 
sports.  The  major  sports  are  hockey,  basketball,  and  baseball, 
meeting  two  afternoons  a  week  throughout  the  school  year.  This 
of  course,  is  in  addition  to  one  required  period  of  physical 
education  each  day.  The  minor  sports  are  tennis  and  swimming. 

Swimming  meets  one  day  a  week  at  the  Y.  W.  C.  A.  pool. 
I  wish  swimming  might  be  a  requirement  for  graduation.  Swim- 
ming and  tennis  are  two  excellent  forms  of  play  activity  for 
youth  and  of  active  recreation  for  the  adult.  It  is  fast  becom- 
ing possible  for  everybody  to  have  access  to  equipment  for  tennis 


296  THE  UNIVERSITY  HIGH  SCHOOL  JOUENAL 

and  swimming.  One  only  needs  himself  for  swimming  and  a 
friend  for  tennis:  both  activities  are  possibilities  during  a  long 
period  of  life.  It  is  more  difficult  to  get  the  place,  time,  and 
numbers  for  team  games  for  adults,  and  therefore  while  team 
games  are  par-excellence  for  the  needs  of  youth,  there  ought 
also  to  be  provided  opportunities  for  learning  and  developing 
enough  skill  in  the  elements  of  such  activities  as  tennis  and 
swimming  to  create  a  binding  interest  which  will  carry  over 
into  adult  life. 

The  point  system  which  will  be  described  under  the  head  of 
the  Girls'  Athletic  Association,  demonstrates  how  a  girl  is 
rewarded  for  each  accomplishment.  Few  girls  accomplish 
enough  to  become  members  of  class  teams  in  one  semester  and 
if  that  were  the  only  goal,  they  would  easily  become  discouraged. 
But  when  a  girl  earns  5  or  10  points  in  swimming  for  achieve- 
ments such  as  the  dead  man's  float  in  her  first  lessons,  the  incen- 
tive to  strive  on  becomes  very  powerful.  Each  achievement  up 
to  swimming  and  diving  in  perfect  form  is  rewarded,  and  finally 
there  is  a  tremendous  score  for  the  Red  Cross  Life  Saving  Test. 
By  this  time  she  will  probably  make  a  class  team,  when  it  is 
possible  to  earn  50  points  each  semester.  Land  drill  introduced 
into  a  formal  gymnastic  lesson  provides  a  nice  opportunity  for 
stimulating  interest  both  in  the  formal  lesson  and  in  swimming. 
A  breast  or  back  stroke,  the  crawl,  or  learning  how  to  breathe 
in  the  water  make  excellent  exercises. 

A  perpetual  class  tennis  tournament  is  conducted  by  the 
supervisor  of  tennis  each  semester.  Any  girl  may  enter  in  her 
own  class.  The  names  are  placed  on  gold  cardboard  and  shuffled. 
The  first  one  drawn  is  inserted  in  the  top  slip  of  a  large  blue 
bristle  board.  All  the  places  are  determined  by  drawings. 
Any  girl  may  challenge  the  girl  whose  name  appears  one  or 
two  slips  above  her  own.  Matches  may  be  played  anywrhere, 
any  time.  If  the  challenger  wins  she  exchanges  her  card  and 
takes  the  place  of  her  defeated  opponent.  The  tournament 
continues  until  a  certain  specified  date.  The  girl  whose  name 


PHYSICAL  EDUCATION  FOR  GIRLS  297 

appears  at  the  top  of  her  chart  is  declared  class  winner.  The 
class  winners  then  play  an  elimination  tournament  to  decide 
the  school  champion.  Girls  may  win  points  simply  by  playing 
a  certain  number  of  matches  as  may  be  noted  in  the  "Point 
System, ' '  so  that  there  is  an  incentive  to  play  even  though  every 
match  is  lost.  Elements  of  tennis  may  very  well  be  taught  as 
class  activitv  in  mass  drill  or  as  a  decathlon  event. 


GYMNASTICS 

"Gym"  designates  any  number  of  things  that  are  done  in 
the  gymnasium  and  some  that  are  done  on  the  playground.  It 
takes  place  twice  a  week.  Marching,  running,  and  gymnastic 
or  postural  exercises  take  up  something  over  half  of  each  period. 
Exercises  are  the  least  interesting  activity  of  all.  There  is  an 
attempt  in  this  work  to  center  the  interest  on  the  girls'  own 
carriage,  or  the  posture  of  her  class,  or  on  exercises  which  bear 
a  natural  interest.  Such  exercises  are  often  of  an  informal 
nature  or  are  mimetic.  Land  drill  in  swimming,  crouching, 
start  for  running,  archery  form,  discus  throw,  basket  shot,  base- 
ball pitch  or  throw,  stake  driving  and  many  other  mimetic  or 
athletic  exercises  are  found  to  be  interesting  and  therefore 
beneficial.  If  the  interest  in  these  "outside"  exercises  or  in 
personal  grace  of  carriage  or  in  how  to  walk  is  keen  enough, 
it  may  carry  the  burden  of  some  uninteresting  but  useful  work. 

Posture  tests  the  first  period  of  each  month  are  stimulating 
even  to  the  most  colorless  girl.  The  Bancroft  triple  test  is  used. 
If  a  girl  fails  to  pass  the  standing  test  she  receives  a  grade  of 
"4"  and  goes  to  the  end  of  the  line.  If  she  fails  in  the  march- 
ing she  receives  a  grade  of  "3"  and  takes  her  place  at  the  end 
of  the  line.  This  leaves  the  girls  who  are  eligible  for  "2's" 
and  "1 V  in  front,  making  a  simple  arrangement  for  the  in- 
structor to  test  those  wTho  are  left,  is  stimulating,  and  keeps 
everybody  working.  If  "put  out"  in  exercises  she  is  graded 
"2"  and  if  she  stands  the  test  of  exercises  she  receives  a  "1." 


298  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

Girls  receiving  "IV  are  awarded  good  posture  buttons.  They 
keep  the  buttons  as  long  as  they  receive  "  1  's. " 

Quite  a  variety  of  activities  claim  the  rest  of  "gym"  time. 
All  kinds  of  relays,  games  of  middle  and  low  organization, 
stunts,,  decathlon  practice,  and  tests ;  instruction  in  how  to  walk, 
how  to  stand  for  recitation,  knee  chest 'position;  simple  appar- 
ratus  work  such  as  low  jumping  for  form,  are  examples. 

Some  form  of  competition  finishes  each  gym  day.  The  com- 
petition is  between  the  blue  and  the  gold  teams  the  same  as  in 
the  games.  For  every  victory  the  winning  team  receives  5  points, 
half  as  much  as  for  a  team  game.  A  victory  may  be  a  relay,  a 
game,  tests,  or  stunts. 

DANCING 

The  fifth  period  in  the  week  is  given  to  dancing.  A  great 
deal  of  time  is  spent  on  folk  dancing,  stressing  the  social  values 
and  acquaintance  with  folk  dancing  of  all  countries.  Rhythm 
training  and  bodily  expression  of  good  music  form  an  important 
part  of  the  work.  In  the  upper  grades  and  at  the  end  of  each 
school  year  throughout  all  grades,  character  and  interpretive 
dancing  are  a  part  of  the  program.  Since  the  high  school  girl 
is  already  so  individualistic,  the  schedule  is  planned  so  as  not 
to  give  importance  to  solo  work.  If  facilities  made  it  possible, 
however,  natural  dancing  of  the  type  sponsored  by  Miss  H. 
Doubler  of  the  University  of  Wisconsin  would  find  a  place  in 
the  program.  It  is  natural  interpretation  and  bodily  expression 
of  the  best  music  and  as  such  is  real  art. 

In  a  series  of  physical  education  tests  given  this  spring  were 
two  "dancing  day"  tests.  One  was  a  test  of  folk  dancing 
acquaintance.  Each  girl  had  to  name  three  dances  of  different 
nations,  tell  the  country  to  which  each  belonged,  and  execute 
them  correctly.  The  other  was  a  rhythm  test.  Depending  upon 
her  grade  and  experience,  each  girl  had  to  recognize  and  execute 
correctly  a  waltz  or  two-step  or  mazurka,  or  march  when  she 
heard  the  music  played.  I  believe  the  girls  learned  more  through 
those  tests  than  in  all  the  rest  of  the  year 's  work. 


PHYSICAL  EDUCATION  FOE  GIELS  299 

Each  week  the  teams  are  scored  on  their  ability  to  review  a 
folk  dance  taught  the  previous  week. 

Social  dancing  is  a  recognized  school  activity.  As  such  it 
ought  to  be  sponsored  in  a  wholesome  way.  The  school  as  an 
institution  must  have  standards  and  ideals  for  its  social  dancing 
program.  Usually  someone  in  the  department  of  physical  educa- 
tion is  fitted  to  assume  the  responsibility  of  a  constructive  part 
in  the  program.  A  social  dancing  class  which  interests  those 
who  know  how  to  dance  by  introducing  the  latest  steps,  or  begin- 
ners wTho  wish  to  learn,  may  create  a  wholesome  atmosphere. 
Choose  the  best  dancers  and  the  handsomest  students  to  act  as 
assistants.  By  expecting  at  all  parties  the  courtesies  of  a  refined 
home,  there  can  easly  be  created  a  graciousness  that  ought  to  be 
a  part  of  a  program  of  social  dancing. 

It  is  not  sensible  to  expect  that  social  dancing  is  a  legitimate 
substitute  for  other  activities  in  the  program  of  physical  educa- 
tion; but  certainly  it  deserves  a  part  in  the  school  program. 

DECATHLON 

Decathlon  means  ten  individual  athletic  events.  The  events 
are  so  chosen  as  to  constitute  a  test  of  all-round  physical  ability 
as  for  example,  speed,  endurance,  accuracy.  Certain  standards 
of  achievement  are  set  up  which  measure  the  normal  for  indi- 
viduals in  a  particular  classification.  These  standards  are  goals 
which  are  attainable  by  all  normal  individuals,  higher  standards 
being  achieved  by  individuals  with  more  than  average  ability. 

The  decathlon  serves  two  purposes  at  least.  It  sets  standards 
of  achievement  in  various  kinds  of  physical  ability  and  it  pro- 
vides individual  events  as  the  foundation  for  developing  skills 
and  strengths  used  in  all  other  kinds  of  physical  activity.  As 
practice  and  experience  in  the  elements  of  games,  the  decathlon 
is  a  marvelous  device.  It  is  a  game  itself.  It  has  a  point  system 
of  its  own  which  grades  and  rewards  the  smallest  step  toward 
achievement  of  a  standard ;  and  thus  it  becomes  a  natural  and 
vital  incentive. 


300  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

Decathlon  practice  can  be  carried  on  for  large  groups  at 
a  time.  The  events  seem  to  be  most  interesting  when  directly 
connected  with  some  other  activity.  For  instance,  a  basketball 
goal  shoot  in  basketball  season,  a  tennis  serve  when  getting 
ready  for  tournament  finals,  and  so  on.  Practice  therefore 
comes  sometimes  on  a  ' '  games ' '  day  or  if  it  be  a  speed  event  can 
be  fitted  in  nicely  as  a  competitive  relay  between  blue  and  gold 
teams  on  a  "gym"  day.  The  events  must  be  evaluated  accord- 
ing to  usefulness  and  to  facilities. 

Decathlon  points  are  credited  in  G.  A.  A.  and  ribbons  are 
awarded  as  follows: 

Class  1—90  (out  of  a  possible  100)— Gold  Ribbon. 

Class  2—80  (out  of  a  possible  100)— Blue  Ribbon. 

Class  3—65  (out  of  a  possible  100)— Green  Ribbon. 

Class  4—50  (out  of  a  possible  100)— Red  Ribbon. 


AKCHERY 

Archery  is  an  activity  that  fills  many  needs.  Every  girl  is 
asked  to  appear  in  costume  every  day  unless  she  is  positively 
ill  or  injured.  This  means  that  unless  a  girl  is  ill  during  her 
menstrual  period,  she  appears  in  costume.  She  reports  in  a 
"third"  rank  together  with  girls  who  for  some  other  legitimate 
reason  can  not  take  part  in  the  regular  activity  of  the  day. 
Theoretically,  any  girl  not  able  to  appear  in  third  rank  in  cos- 
tume is  sent  to  bed  or  advised  to  go  home.  Actually  we  have 
no  rest  room.  The  third  rank  reports  for  roll  and  announce- 
ments and  is  then  sent  to  archery  in  charge  of  a  student  assist- 
ant, The  greatest  activity  is  walking  30  yards  to  pick  up  the 
arrows  and  yet  the  sport  is  an  extremely  good  exercise  in  accu- 
racy, fine  muscular  control,  and  is  superb  as  a  posture  exercise. 
When  the  very  smallest  bit  of  skill  is  developed,  the  sport 
becomes  fascinating  and  even  before  that  the  target,  bows,  and 
arrows  because  they  are  picturesque,  always  arouse  interest. 


PHYSICAL  EDUCATION  FOR' GIRLS ''  "  301 

As  a  sport  it  is  adapted  to  all  restricted  cases  and  furnishes 
an  activity  for  those  girls  who  are  denied  the  fun  of  more  vigor- 
ous games.  It  takes  the  place  of  the  team  game  for  the  restricted 
group. 

It  is  scored  as  a  blue  and  gold  activity  and  counts  on  the 
total  blue  and  gold  score  together  with  points  from  match 
games,  "gym,"  dancing  tests,  and  decathlon.  Points  from  all 
activities  are  totaled  each  week,  and  the  blue  or  gold  flag  is 
hoisted  on  a  pole  to  declare  the  winner. 

Considerable  interest  has  been  added  to  archery  by  the  fact 
that  several  men  of  the  faculty  participate  in  the  sport.  The 
former  head  of  the  physics  department  was  responsible  for  a 
great  deal,  for  he  sponsored  a  boys'  archery  club,  made  bows 
and  arrows,  taught  the  boys  and  girls  how  to  make  them,  and 
arranged  archery  meets.  One  of  the  principals  and  the  head 
of  the  boys'  department  of  physical  education  have  joined  the 
ranks.  We  expect  to  increase  the  interest  this  year.  There  is 
already  sufficient  momentum  to  start  a  girls'  club  which  will 
petition  the  Girls'  Athletic  Association  to  become  at  least  a 
regular  minor  sport. 

It  costs  us  about  six  cents  each  to  make  arrows  as  compared 
to  one  dollar,  the  commercial  price,  and  they  serve  us  just  as 
well. 

SPECIAL  TESTS 

The  following  is  a  list  of  special  tests  in  physical  education 
activities  which  proved  interesting  and  valuable.  They  were  so 
successful  as  a  means  of  education  that  they  will  probably  be  a 
monthly  procedure  this  year. 


302  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 


PHYSICAL  EDUCATION  TESTS 

Note. — These  tests  are  to  be  a  regular  part  of  the  required  Physical 
Education  program.  They  will  be  given  the  last  part  of  each  month.  Any 
girl  unable  to  take  tests  at  regular  time  must  make  them  up  to  receive  credit. 


MARCH 
Stunt  Tests  (all  classes).  6>  Knee  Dip 

1.  Forward  Eoll.  7.  Swan. 

2.  Fish  Hawk  Dive.  8.  Free  Jump   (180°  turn). 

3.  Frog  Dance.  9.  Wheelbarrow. 

4.  Corkscrew.  10.  Coordination  Test   (sidecut  step 

5.  Coordination  Test  (Decathlon).  alternating   with   double    cut 

step  forward). 
Dancing. 

Physical  Education  a,  b. 

Know  three  singing  games. 

Physical  Education  c,  d. 
Know  one  singing  game. 
Know  two  folk  dances. 
Physical  Education  1. 
Eecognize  music  and  be  able  to  do  March,  Skip,  Two-step,  Polka. 

Physical  Education  2 

March,  Skip,  Kunning,  Two-step,  Polka. 

Physical  Education  3. 

March,  Skip,  Eun,  Two-step,  Polka,  Shottische. 

Physical  Education  4. 

March,  Skip,  Eun,  Two-Step,  Polka,  Schottische,  Mazurka. 

Physical  Education  5-7. 

March,  Skip,  Eun,  Two-Step,  Polka,  Shottische,  Mazurka,  Waltz. 

APRIL 
Miscellaneous. 

1.  Knee  Chest  Position   (for  cramps). 

2.  Abdominal  Breathing. 

3.  Correct  way  to  walk. 

4.  Correct  way  to  stand   (as  for  recitation). 

5.  Correct  way  to  sit  for  reading  and  writing. 

6.  How  to  carry  books  and  luggage. 

7.  How  to  get  off  a  street  car. 
9.  How  to  walk  up  stairs. 

9.  How  to  lift  objects. 


PHYSICAL  EDUCATION  FOR  GIKl^  303 

Dancing. 

Physical  Education  a,  b.  Three  singing  games  added  to  three  for  March. 
Physical  Education  c,  d.  Know  one  folk  dance  for  each  of  three  different 

nations. 
Physical  Education  1.  Know  one  folk  dance  for  each  of  three  different 

nations. 
Physical  Education  2.  Know  one  folk  dance  for  each  of  three  different 

nations. 
Physical  Education  3.  Know  one  folk  dance  for  each  of  three  different 

nations. 
Physical  Education  4.  Know  one  folk  dance  for  each  of  three  different  ' 

nations. 
Physical  Education  5.  Know  one  folk  dance  for  each  of  three  different 

nations. 
Physical  Education  7.  Be  able  to  teach  three  folk  dances  of  different 

nations. 

MAY 
Game  Tests  (all  classes). 

Be  able  to  teach  or  referee: 

1.  Progressive  Dodge  Ball. 

2.  Kick  Ball. 

3.  Zig  Zag  Ball. 

4.  Post  Ball. 

5.  Combination  Pass  Ball. 

6.  Newcomb. 

7.  Three  Deep. 

8.  Slap  Jack. 

9.  Broncho  Tag. 

10.  Black  and  White. 

EESTKICTED  ACTIVITIES 

Out  of  400  girls  there  are  15  to  20  each  semester  who  are 
recommended  for  restricted  work.  Examples  of  such  cases  are 
convalescents,  " heart"  cases,  cases  of  extreme  menstrual  dif- 
ficulties, injuries,  or  the  like.  As  has  been  stated,  archery  is 
substituted  for  the  team  game  in -the  restricted  class.  Posture 
training,  special  exercises,  bean  bag,  croquet,  tether  tennis,  and 
whenever  possible  a  regular  activity  such  as  a  baseball  throw 
or  basketball  throw  from  the  decathlon  comprise  the  special 
"gym"  activities.  There  are  many  dances  and  much  rhythm 
training  that  are  possible  for  this  class. 


,!(i4  '  THE 'UNIVERSITY  HIGH  SCHOOL  JOURNAL 

The  department  is  especially  anxious  that  this  class  assume 
a  normal  attitude.  The  girls  are  already  aware  of  their  short- 
comings and  feel  it.  Teams,  captains,  points  are  all  means  used 
to  keep  a  wholesome  atmosphere.  Probably  these  are  the  very 
girls  who  need  most  the  give  and  take  of  a  group,  the  self- 
sacrifice  of  team  activity,  to  be  tested  in  sportsmanship  and  to 
be  interested  outside  themselves.  It  takes  particular  attention 
to  make  up  for  the  esprit  de  corps  of  a  larger  group  of  normal, 
active  individuals. 

INDIVIDUAL  OE  CORRECTIVE  ACTIVITIES 

Most  girls  who  need  individual  work  are  physically  able  to 
participate  in  the  regular  activities  but  because  of  extremely 
poor  posture;  a  spinal  curvature,  foot  difficulties,  menstrual 
difficulties,  or  other  chronic  poor  hygiene,  need  special  attention. 
Such  work  ought  to  be  in  addition  to  the  regular  activities.  But 
because  of  time  difficulties  or  because  a  girl  is  not  sufficiently 
interested,  accomplishment  comes  only  through  devoting  regular 
physical  education  time  to  it. 

Individual  work  is  even  more  deadly  and  self -centered  than 
restricted  work,  so  here  again  we  must  use  strategy.  It  has 
proved  quite  successful  to  release  a  girl  twice  a  week  from 
"gym"  to  do  corrective  work.  This  keeps  her  on  her  team  and 
in  all  game  activities.  Sometimes  a  few  weeks  will  straighten 
out  a  girl  or  by  that  time  she  becomes  sufficiently  interested  to 
do  her  work  outside,  and  so  returns  to  her  class. 

A  chart  is  kept  for  all  girls  who  are  doing  special  work  in 
class  or  at  home  so  that  the  girl  as  well  as  the  instructor  can 
note  activity  and  achievement.  Two  noons  a  week  an  "indi- 
vidual" clinic  is  held  for  girls  to  be  instructed  or  supervised 
on  outside  work. 

Whenever  possible  team  work  or  a  game  is  introduced  into 
a  corrective  day's  work,  such  as  awarding  a  point  to  the  girl 
who  "rides"  her  bicycle  longest  or  picks  up  the  most  marbles 
with  her  toes. 


PHYSICAL  EDUCATION  FOE  GIELS  305 


CONTEOL  OF  GEOWTH  HANDICAPS 

Routine  examinations  are  given  all  girls  every  fall  and  to 
new  ones  entering  in  January.  The  blank  which  is  shown  here 
is  used  by  the  high  schools  of  Oakland.  While  not  perfect,  it 
is  generally  satisfactory. 

AVhen  the  examinations  are  complete  a  check  is  made.  Girls 
who  because  of  some  irregularity  can  not  take  part  in  the  reg- 
ular activities  and  have  been  recommended  for  the  restricted 
class  have  their  cards  marked  with  a  red  Smith  signal.  Those 
who  can  take  the  regular  work  but  who  need  individual  correc- 
tive work  are  checked  with  green  signals.  In  case  of  hygiene 
difficulties  such  as  colds  or  menstruation,  the  card  is  marked 
with  a  blue  signal.  In  case  of  attention  needed  for  eyes,  teeth, 
throat,  etc.,  there  is  a  yellow  signal.  Then  the  files  show  at  a 
glance  the  individuals  who  need  special  attention.  The  great 
majority  need  no  further  attention  than  to  assign  them  to  class 
activity.  For  all  signaled  cards  a  follow-up  service  is  necessary. 

A  careful  re-examination  is  made  with  a  resulting  recom- 
mendation. Usually  a  letter  is  sent  home  urging  the  attention 
of  a  specialist  or  a  conference  with  a  physician  or  the  physical 
director.  Sometimes  a  second  letter  is  needed  or  if  advisable 
the  school  nurse  makes  a  home  visit. 

The  physician  has  consultation  hours  twice  a  week  for  emer- 
gencies and  follow-up  work.  An  earnest  attempt  is  made  to  see 
that  all  correctible  defects  are  corrected.  If  the  attempt  has 
failed  throughout  the  whole  year,  the  attention  will  be  brought 
to  it  in  the  fall  examination  again. 

In  cases  where  blue  exemption  cards  excuse  a  girl  from  any 
examination,  a  letter  is  sent  home  stating  that  the  department 
of  physical  education  has  filed  the  card  and  therefore  assumes 
responsibility  at  no  time  for  the  physical  condition  of  the  girl. 

Occasionally  we  have  a  request  from  a  family  physician 
asking  that  a  girl  be  excused  from  all  ' '  gym. ' '  We  immediately 
send  a  letter  to  the  physician  stating  that  we  attempt  to  fit  our 


306 


THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 


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308  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

activities  to  the  needs  of  each  girl,  describing  the  various  activi- 
ties which  clearly  show  that  not  all  our  time  is  spent  on  the 
normal  girl  who  needs  little  special  attention,  that  we  invite  his 
assistance  and  beg  for  a  new  recommendation.  The  replies  are 
most  gratifying.  Physicians  are  surprised  to  know  that  "gym" 
consists  of  anything  but  basketball,  are  interested  in  the  pro- 
gram of  activities  and  only  in  the  rarest  cases  do  they  insist  on 
complete  rest  during  the  physical  education  period.  Their 
cooperation  is  splendid. 

All  girls  who  petition  for  five  subjects  must  be  approved  by 
the  department  of  physical  education.  We  hope  that  the  time 
Avill  come  when  girls  who  are  not  able  to  participate  in  the 
regular  physical  education  activities  will  be  asked  to  drop  their 
fourth  subject  until  they  can  meet  a  good  standard  of  well-being. 
We  hope  also  that  girls  who  enter  any  extra-curricular  activity 
will  have  to  be  approved  from  a  standpoint  of  physical  welfare 
as  well  as  in  scholarship.  Believing  that  physical  education  is 
the  science  of  personal  fitness,  and  knowing  that  high  school 
girls  are  not  always  wise  in  their  judgment  of  how  to  keep  fit, 
it  seems  wise  that  their  time  and  energy  be  budgeted  somewhat 
for  them.  This  in  the  hope  that  they  will  be  able  to  best  perform 
their  duties  as  citizens  in  high  school  and  build  up  not  only  a 
reserve  but  a  power  for  activity  in  adult  life. 

Some  time  perhaps  we  may  progress  much  farther.  Perhaps 
we  shall  be  able  to  budget  the  24  hours  of  the  day,  so  that  a 
balance  of  work  and  play,  together  with  a  program  of  efficient 
daily  living  will  complete  the  program. 

WEIGHT  KECOKDS 

Since  a  height-weight  record  is  such  a  good  single  indicator 
of  normal  growth  and  development,  every  girl  is  required  to 
keep  a  monthly  weight  record.  If  she  is  more  than  7  per  cent 
below  normal  she  reports  her  weight  in  red  pencil.  If  she  is 
more  than  20  per  cent  above  normal  she  reports  it  in  blue.  All 
normal  weights  are  recorded  in  ordinary  pencil.  If  more  than 


PHYSICAL  EDUCATION  FOE  GIRLS  309 

7  per  cent  under  weight  the  girl  must  keep  a  weekly  chart  and 
unless  she  is  gaining  or  at  least  doing  all  she  can,  her  grade 
may  suffer.  She  is  sent  at  intervals  for  a  consultation  with  the 
physician.  Attention  is  first  paid  to  corrective  defects  and 
then  other  causes  are  investigated.  A  bread  and  milk  line  is 
operated  at  recess.  All  underweights  especially  are  urged  to 
avail  themselves  of  the  opportunity,  but  any  girl  or  boy  is  wel- 
come. Furthermore  a  girl  is  urged  to  make  a  high  score  in  her 
"Daily  Standards  of  Living  Card,"  which  will  be  discussed  later. 
Besides  the  items  in  the  regular  score,  she  receives  two  points 
for  a  quart  of  milk  a  day.  Many  girls  gain  as  soon  as  they 
drink  six  glasses  of  water  a  day  or  get  nine  hours  of  sleep  regu- 
larly, or  get  two  hours  of  out-door  exercise.  Very  often  physical 
activity  is  needed  more  than  rest. 

An  excellent  scheme  for  general  follow-up  was  suggested 
in  a  recent  Public  Health  Report.  Enrollment  of  all  classes  in 
school  was  posted  with  correctible  defects  checked  after  the 
proper  names.  A  rating  scheme  for  individuals  and  classes  was 
devised  and  as  defects  were  corrected,  scores  piled  up. 

STAND AKDS  OF  LIVING 

An  effective  program  in  teaching  standards  of  living  means 
two  things.  Training  in  habits  of  good  standards  and  training 
in  ideals  about  those  standards.  Most  hygiene  teaching  as  such 
has  been  negligible  in  result.  Good  things  are  perhaps  learned 
for  the  moment  and  as  promptly  forgotten.  Somewhere  the 
education  must  be  part  of  actual  daily  living.  Habits  of  youth 
become  routine  for  the  adult.  If  there  can  be  established  dur- 
ing youth  good  habits  and  ideals  so  that  they  become  self- 
directing  factors  in  adult  life,  the  problem  is  solved. 

Any  number  of  schemes  have  been  tried  for  introducing  more 
effective  information  than  is  possible  through  a  text-book  or 
lecture.  Poster  advertising  has  become  general  and  with  very 
good  results.  Motion  pictures  are  doing  excellent  things  and 
we  wish  for  more  of  them.  The  science  department  of  our  school 


310  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

employs  such  expedients  as  excursions  of  inspection  and  rating, 
well-baby  clinics,  experimental  feeding  of  mice  and  rats,  and 
much  more. 

Emphasis  is  brought  to  bear  on  particular  subjects  at  vari- 
ous intervals.  Through  the  science  department,  the  Dental 
Hygiene  Association  of  San  Francisco  supplied  us  with  enough 
material  to  keep  us  vitally  interested  in  dentistry  for  a  whole 
week.  A  large  set  of  teeth  with  tooth  brushes  of  the  right  and 
wrong  kinds  demonstrated  proper  brushes  and  the  proper  use 
of  them  better  than  anything  else  could.  Posters,  motion  pic- 
tures, and  a  dental  hygienist  who  examined  teeth  were  effective 
in  imparting  a  good  deal  of  knowledge,  which  at  any  rate  sent 
considerable  numbers  to  their  dentists. 

Every  year  one  or  two  weeks  are  spent  studying  feet  and 
shoes.  Since  girls  can  never  have  new  feet  and  since  they  are 
constantly  having  to  buy  shoes  which  handicap  their  feet,  the 
subject  is  important.  Every  high  school  girl  ought  to  know  how 
to  purchase  a  pair  of  shoes  that  fit  her  feet,  not  the  pair  of  shoes 
the  shoe  dealer  wishes  to  be  rid  of.  The  campaign  is  carried 
on  as  follows: 

On  Monday  there  is  a  test  on  how  to  walk  correctly;  on 
Tuesday  foot  prints  of  the  whole  class  are  taken ;  on  Wednesday 
shoe  prints  are  recorded;  on  Thursday  shoe  prints  and  foot 
prints  are  matched  (the  foot  prints  being  on  transparent  paper) 
and  what  a  lesson  that  is !  No  amount  of  explanation  could 
demonstrate  the  ill-fit  so  forcibly  as  to  have  the  girl  herself  see 
how  unreasonable  she  is  in  expecting  her  foot  to  be  crowded  into 
a  shoe  shaped  not  at  all  like  her  foot.  By  this  time  her  attention 
is  focused  enough  to  listen  to  *  *  how  to  buy ' '  shoes.  A  few  single 
things  to  remember  such  as  straight  inner  line  which  can  be 
easily  seen  by  placing  the  two  shoes  together,  a  flexible  shank 
and  a  well-fitting  arch  are  readily  explained.  On  Friday  num- 
bers of  examples  of  prints  of  flat  feet  and  cramped  toes  with 
their  corresponding  shoe  prints  and  as  many  normal  feet  with 
their  shoe  prints  are  exhibited,  together  with  some  statistics 


PHYSICAL  EDUCATION  FOE  GIRLS  311 

about  the  relative  number  of  good  and  bad  feet  and  shoes.  Then, 
tooj  by  Friday  posters  will  really  be  looked  at.  One  clever  one 
made  by  one  of  the  student  teachers  was  remarked  about  for 
weeks.  It  said  at  the  top  " Crowded  Housing  Conditions"  and 
showed  pointed  shoe  soles;  then  "To  Let,  Apartments  for  Five"_ 
with  a  print  of  good  shoe  soles  below. 

A  Good  Posture  Week  included  the  following : 
Monday — Small  placards  posted  everywhere  read  ' '  Do  you  ? ' ' 
Tuesday — Another  placard  added  below  "S  U  S. " 
Wednesday — Girls  tagged  all  the  "I  do 's. " 
Thursday — Two  large  posters  appeared  in  the  hall  saying, 
"Stand  up  Straight,"  and  "Sit  up  Straight," 

Friday — A  general  display  of  posters  which  included  stand- 
ing, sitting,  reading,  walking,  shoes,  and  so  on. 

Occasionally  a  survey  is  made  throughout  the  study  rooms 
of  eye-strain  or  study  posture,  or  a  study  of  how  to  buy  venti- 
lated clothing.  All  sorts  of  other  topics  are  brought  up  in  some 
such  way. 

But  the  information  is  useless  without  training  in  habits. 
The  "training"  for  class  teams  and  tournaments  furnishes  a 
natural  interest  in  being  fit  and  does  actually  train  in  habits. 
If  every  girl  trained  for  class  teams,  other  schemes  would  be 
unnecessary.  If  a  girl  falls  far  below  her  normal  standard  of 
achievement  in  a  speed  or  an  endurance  event,  she  may  become 
interested  in  training.  The  "Daily  Standards  of  Living  Cards" 
which  are  printed  here  are  self-explanatory.  They  have  been 
used  for  one  semester.  Every  girl  must  hand  in  a  card  each 
week.  If  she  can  not  or  does  not  wish  to  fill  out  the  card,  she 
hands  in  a  blank  card  with  her  name.  It  is  claimed  that  girls 
are  careless  about  actual  facts  in  such  a  scheme.  Perhaps  a 
very  few  are,  but  if  they  take  the  trouble  to  write  down  their 
points,  they  have  to  think  something  about  it  anyway.  We  never 
had  a  blank  card  turned  in  because  a  girl  did  not  wish  to  fill 
it  out. 


312 


THE   UNIVERSITY  HIGH  SCHOOL  JOUENAL 


A  student  checks  the  cards  and  records  the  points  for  each 
girl.  It  is  a  simple  matter  to  discover  girls  who  did  not  hand 
in  cards  or  to  note  low  scores  by  glancing  over  the  roll  each 
week.  It  is  quite  effective  when  a  girl  asks  to  be  excused  for  a 
cold  to  look  up  her  record  for  the  week  before. 

DAILY   STANDARDS  OF  LIVING 

DEPT.  OF  PEL.  FOR  GIRLS     UNIVERSITY  HIGH  SCHOOL 


NAME 


WEEK    ENDING    ..  ..192 


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SLIP   MUST    BE  FILE.D    ON    FRIDAY 

Girls  making  75  out  of  a  possible  84  points  a  week  have  their 
names  placed  on  the  Honor  Roll.  We  find  a  very  natural  inter- 
est in  the  keeping  of  points  which  proves  an  effective  incentive. 
One  girl  announced  that  it  was  the  first  thing  she  ever  liked  in 
"gym."  Mothers  and  many  girls  themselves  have  declared  it 
to  be  a  much  more  convincing  plan  than  to  just  be  constantly 
saying  it  ought  to  be  done. 


GIRLS'  ATHLETIC  ASSOCIATION 

The  Girls'  Athletic  Association  is  the  department's  chief 
assistant  in  carrying  on  its  extra-curricular  athletic  and  social 
program.  The  constitution  printed  here  gives  an  idea  of  its 
general  working  plan. 


PHYSICAL  EDUCATION  FOE  GIELS  313 


CONSTITUTION  OF  THE  GIRLS'  ATHLETIC  ASSOCIATION  OF  THE 
UNIVERSITY  HIGH  SCHOOL 

ARTICLE  I.   Name. 

The  name  of  this  organization  shall  be  The  Girls'  Athletic  Association 
of  the  University  High  School 

ARTICLE  II.    Purpose 

The  purpose  shall  be  to  cooperate  with  the  Department  of  Physical  Educa- 
tion in  order  to  promote  athletic  and  social  activities  and  to  foster  the  highest 
ideals  of  good  sportsmanship  and  good  fellowship. 

ARTICLE  III.    Membership 

Section  1.  Active  membership  in  the  Association  shall  be  open  to  all 
girls  of  the  senior  high  school  who  have  obtained  the  requisite  number  of 
points  according  to  the  schedule  of  points  recorded  in  the  by-laws. 

Section  2.  Requisite  points  for  admission  to  the  Association  may  be 
earned  during  the  ninth  year. 

Section  3.  Honorary  membership  may  be  extended  by  invitation  of  the 
members  of  the  Association. 

Section  4.  Advisory  membership  shall  include  the  members  of  the  Depart- 
ment of  Physical  Education. 

Section  5.  Active  members  only  shall  have  voting  powers. 

Section  6.  A  minimum  of  points  as  specified  in  the  by-laws  is  necessary 
to  retain  active  membership. 

Section  7.  Any  girl  absent  from  two  consecutive  meetings  without  legiti- 
mate excuse  shall  be  dropped  from  the  roll. 

ARTICLE  IV.   Officers 

Section  1.  Officers  shall  consist  of  a  president,  vice-president,  secretary- 
treasurer,  and  recording  secretary. 

Section  2.   Officers  shall  hold  office  for  one  term. 

Section  3.  The  president  shall  call  and  preside  at  all  meetings  of  the 
Association  and  the  Executive  Board  and  shall  perform  such  other  duties 
as  the  Association  shall  assign  her. 

The  vice-president  shall  assume  the  duties  of  the  president  in  her  absence 
and  shall  be  chairman  of  all  publicity. 

The  secretary-treasurer  shall  conduct  all  correspondence,  and  keep  the 
minutes,  and  shall  have  charge  of  any  Association  funds. 

The  recording-secretary  shall  keep  all  Association  and  athletic  records, 
shall  notify  persons  of  their  election  to  membership,  and  shall  be  chairman 
of  the  point  committee. 


314  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

ARTICLE  V.    Executive  Board 

Section  1.  The  Executive  Board  shall  include  the  officers  and  the  three 
class  representatives  of  the  senior  high  school.  The  supervisor  of  the  Physical 
Education  Department  shall  act  as  advisory  member. 

Section  2.  The  duties  of  the  Executive  Board  shall  be  to  appoint  all 
committees,  to  decide  upon  eligibility  for  membership,  to  make  recommenda- 
tions and  suggestions  regarding  all  affairs  pertaining  to  the  Association,  to 
take  charge  of  special  activities  assigned  by  the  president,  and  to  control  all 
matters  not  otherwise  provided  for. 

ARTICLE  VI.    Election  of  Officers  and  Class  Representatives 

Section  1.  Only  active  members  who  have  won  the  requisite  number  of 
points  shall  be  eligible  for  office. 

Section  2.  No  member  is  eligible  for  office  whose  academic  record  for  the 
preceding  semester  is  not  free  from  incompletes  and  failures. 

Section  3.  Nominations.  Two  nominations  for  each  office  shall  be  repre- 
sented by  the  Board  and  posted  two  weeks  before  the  election  meeting. 
Other  nominations  may  be  made  by  petition  of  twenty-five  members. 

Section  4.  Election.  Election  meetings  shall  be  held  two  weeks  before 
the  end  of  the  semester.  Installation  shall  be  held  at  the  last  meeting  of  each 
semester. 

Section  5.   A  majority  of  votes  shall  constitute  an  election. 

ARTICLE  VII.    Amendments 

This  constitution  may  be  amended  by  a  four-fifths  majority.  Proposed 
amendments  must  be  posted  four  weeks  before  being  voted  on. 

ARTICLE  VIII.    Meetings 

These  shall  be  held  as  scheduled  by  the  Activities  Committee  of  the  School. 


BY-LAWS  OF  THE  GIRLS'  ATHLETIC  ASSOCIATION 
OF  THE  UNIVERSITY  HIGH  SCHOOL 

I.  All  meetings  shall  be  conducted  according  to  "Robert's  Rules  of  Order." 

II.  The  Department  of  Physical  Education  shall  have  jurisdiction  over  the 
selection  of  teams,  kind  and  time  of  contests,  and  regulation  of  players. 

III.  The  Executive  Board,  upon  recommendation  of  the  Department,  shall 
make  all  awards. 

IV.  Rules  governing  the  making  of  teams: 

1.  Regular  enrollemnt  in  physical  education. 

2.  Regular  attendance  and  conscientious  work  at  practice  periods. 

3.  Academic  record  to  date  free  from  incompletes  and  failures. 

4.  Maintenance  of  training  rules  as  outlined  by  the  Physical  Education 
Department. 


PHYSICAL  EDUCATION  FOE  GIRLS 


315 


V.       Schedule  of  Points: 

A.  Team  Activities: 

1.  Member  of  class  team  first  year 100  points 

2.  Member  of  class  team  in  same  sport  second  and 

third  years 75  points 

3.  Member  of  class  squad  any  year 50  points 

4.  Member  of  championship  class-hour  teams 25  points 

B.  Tennis: 

1.  Class  championship 75  points 

2.  School  championship 25  points  addl. 

3.  Participation  in  any  tournament  (10  matches)  ....  25  points 

C.  Swimming: 

1.  Rhythmical  breathing,  10  times 5  points 

25  times 10  points 

2.  Dead  man's  float,  width 5  points 

3.  Diving  for  objects:    Shallow 5  points 

Deep 5  points  addl. 

4.  Breast  stroke 

Side  stroke 

^  Stroke \  form 10  points 

Single  overarm  stroke 

Trudgeon  stroke 

Crawl  stroke 

5.  Width,  any  stroke 10  points 

6.  Length,  any  stroke 10  points  addl. 

7.  Dives,  form 5  points 

8.  Making  class  team 100  points 

9.  Life-saving  test 100  points 

D.  Outing  Activities: 

Regulations  to  be  worked  out  by  Athletic  Association. 

E.  Perfect    attendance    in    Physical    Education    each 

semester 50  points 

F.  Honors,  as  regulated  by  Department: 

1.  Gymnastics 50  points 

2.  Dancing 50  points 

3.  Apparatus 50  points 

G.  Executive  Positions: 

1.  All  members  of  Executive  Board 50  points 

2.  Captains  of  class  teams 20  points 

3.  Managers  of  class  teams 35  points 


316'  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

VI.     Awards. 

100  points,  eligibility  for  membership. 
300  points,  eligibility  for  office. 
600  points,  Circle  "U." 
900  points,  Winged  "U." 
1200  points,  Block  "U." 

M^ 

Athletic  honors  may  be  awarded  upon  recommendation  of  the 
Executive  Board  and  the  Department  of  Physical  Education  in 
appreciation  of  excellence  in: — 

1.  Athletic  ability. 

2.  Sportsmanship. 

3.  School  spirit. 

VJL   Duties  of  Captains  and  Managers. 

A.  Captain. 

1.  To  remember  that  her  leadership  off  the  field  as  well  as  on  makes 
for  good  sportsmanship. 

2.  To  have  full  responsibility  of  her  team  during  games. 
.    3.    To  personally  thank  all  officials. 

B.  Manager: 

1.  Arrange  details  of  all  games,  such  as — 

a.  Colors. 

b.  Equipment. 

c.  Minor  officials. 

2.  Keep  an  accurate  account  of  all  games,  to  be  given  the  recording- 

secretary. 

The  account  shall  include — 

a.  Names  of  all  teams,  players  and  substitutes. 

b.  Date  of  game. 

c.  Official  score. 

d.  Name  of  officials. 

e.  Snapshots. 

3.  Be  member  of  spread  committee.    (Senior  Manager  shall  act  as 

chairman.) 

VIII.  These  by-laws  may  be  amended  by  a  majority  vote. 


PHYSICAL  EDUCATION  FOE  GIELS  317 


AMENDMENTS— BY-LAWS 

ARTICLE  V.    Schedule  of  points. 

D.  Hiking. 

1.    Forty  miles  each  semester 25  points 

a.  Each  hike  must  be  between  five  and  ten  miles  in  length. 

b.  A  record  must  be  submitted  after  a  hike,  containing  the  fol- 
lowing: 

(1)  Name  of  Chaperone. 

(2)  Where  and  when  the  hike  took  place. 

E.  Projects. 

1.    Projects  shall  be  worked  out  by  the  P.  E.  department  and  points 
awarded  accordingly. 

F.  Decathlon. 

1.    Decathlon  points  shall  be  awarded  as  earned  each  semester. 


G.  A.  A.  PROJECTS 

1.  Walking  at  least  10  blocks  every  day,  Saturday 

and  Sunday  included 10  points   a   month;   50% 

bonus  for  10  months. 

2.  Conservation  of  Vitality 20  points  a  month;   50% 

bonus  for  10  months. 

a.  At  least  9  hours  sleep  daily. 

b.  Three  regular  meals  daily. 

c.  No  tea  or  coffee. 

d.  At  least  8  glasses  of  water  daily. 

e.  Two  hours  outdoor  exercise  daily. 

f .  At  least  a  sponge  bath  daily. 

g.  Tooth  brushed  at  least  twice  daily.    (Saturdays,  Sundays  and  holidays 

included). 

Note. — Preferably,  sweets  should  be  eaten  only  at  meals. 

3.  Winning  and  holding  posture  button  each  month 10  points;  50%  bonus 

for  10  months. 


318  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

The  point  system  is  the  outstanding  feature.  As  briefly  dis- 
cussed under  swimming,  the  point  system  is  a  constant  incentive 
to  real  interest.  Each  successive  achievement  is  rewarded  and 
the  process  carries  on.  Emphasis  is  placed  upon  participation, 
not  winning.  Seldom  is  a  girl  a  one-sided  athlete.  Just  taking 
part  in  basketball  for  four  years  does  not  score  her  very  high 
toward  the  coveted  gold  block  "U"  pin.  She  must  take  part  in 
a  variety  of  activities. 

Every  time,  a  girl  wins  class  team  points,  it  is  after  a  careful 
consideration  by  captains,  managers,  and  coach  of  her  faithful- 
ness in  practice,  in  keeping  training  rules,  and  in  sportsmanship, 
as  well  as  in  her  ability  as  a  team  member. 

Increasing  responsibility  for  activities  and  ideas  is  being  con- 
stantly undertaken  by  the  association.  In  the  athletic  program 
the  managers  and  captains  are  assistants  in  many  ways.  In 
the  social  program  the  department  acts  only  as  advisor.  The 
" spreads"  at  the  end  of  each  season,  the  Christmas  "spread" 
to  which  all  girls  are  invited,  the  Mutton  Bake  given  each  semes- 
ter as  a  reception  to  new  girls  and  which  always  includes  200 
at  least,  the  G.  A.  A.  "sings,"  and  many  other  such  activities 
are  all  managed  by  the  girls.  This  part  of  the  program  is  a 
vital  element  in  the  operation  of  the  work  of  the  department. 

Inter-class  and  inter-class-hour  activities  are  found  very 
much  more  worth  while  than  inter-school  activities.  The  time 
which  would  be  given  to  a  very  small  group  of  star  athletes  who 
need  the  least  attention,  is  used  in  interesting  as  large  a  number 
of  girls  as  possible  to  participate  in  all  the  activities.  Then,  too, 
the  inevitable  nervous  and  physical  strain  of  inter-school  com- 
petition and  exhibition  which  exceedingly  few  girls  are  trained 
to  stand,  is  seldom  apparent  in  intra-school  activities.  We  are 
interested  in  many  more  participants  and  fewer  observers. 


PHYSICAL  EDUCATION  FOE  GIELS  319 


LEADERSHIP 

The  leadership  developed  in  the  responsibilities  of  the 
G.  A.  A.  is  carried  over  into  the  regular  classes.  G.  A.  A.  girls 
are  almost  always  chosen  as  team  captains  and  managers.  Cap- 
tains are  responsible  for  generalship,  and  managers  for  roll-call 
and  equipment.  Captains  meet  once  a  week  under  the  leader- 
ship of  a  head  captain.  Here  they  learn  their  duties,  discuss 
their  problems  and  learn  games,  tests,  and  other  activities  in 
advance,  so  that  they  can  act  as  assistants  to  the  instructors. 
This  meeting  of  the  captains  has  a  great  influence. 

The  head  captain  is  responsible  for  all  scores  and  charts 
and  for  raising  the  flag  of  the  winning  team  each  week.  She 
also  stirs  up  enthusiasm  for  the  current  or  coming  events,  and 
the  captains  in  turn  spread  it  throughout  the  classes. 

Girls  who  are  to  enter  the  profession  of  physical  education 
are  given  every  chance  for  leadership.  A  number  of  girls  devote 
an  extra  period  each  day  to  work  in  the  department.  Each 
period  claims  one  girl  as  an  archery  assistant,  and  one  girl 
assists  in  the  office. 

No  other  phase  of  work  offers  the  same  opportunity  for  devel- 
oping leadership,  and  the  department  of  physical  education  is 
most  anxious  that  every  opportunity  shall  be  given  the  girls  in 
training  for  the  right  kind  of  leadership.  Action  on  the  athletic 
field  is  natural  and  put  severely  to  test.  Nowhere  else  is  contact 
so  informal  or  so  intimate.  Yet  without  leadership,  havoc  may 
be  wrought.  You  can  tell  a  girl  not  to  cut  a  base  or  that  she 
must  keep  her  toes  back  of  the  starting  line  in  a  relay,  but 
leadership  must  be  on  hand  to  call  her  attention  to  any  viola- 
tion ;  otherwise  every  time  she  * '  gets  by ' '  the  action  stamps  her 
character. 


320  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 


SPECIAL  OCCASIONS 

Special  occasions  have  an  important  part  in  a  program  of 
physical  education.  The  interest  of  participants  in  the  prepar- 
ing and  working  up  to  a  climax,  the  interest  in  the  event  itself, 
either  to  participants  or  to  the  community,  are  valuable.  Exam- 
ples of  such  occasions  in  this  department  are — 

Inter-class  match  games,  championship  blue  and  gold  match 
games,  tennis  tournaments,  G.  A.  A.  events,  gymnastic  meets, 
"gym"  parties  on  Halloween,  etc.,  field  days,  Girls'  Play  Day, 
Oakland  High  Schools  (posture  parade  for  cup,  mass  games,  or 
decathlon  events),  dance  drama  (every  girl  invited  to  take  some 
part),  swimming  meets. 

It  is  also  a  special  occasion  just  after  spring  vacation  when 
"formal  gym"  is  discontinued  for  the  year  and  games  of  low 
organization  are  substituted. 

GEADES 

Grades  are  based  upon  capacity.  Other  factors  being  the 
same,  two  girls  of  very  different  capacity  may  both  receive  a 
grade  of  "1,"  because  their  achievement  equals  their  capacity. 

An  honor  system  of  grading  will  be  used  this  year  as  follows : 

Honors  in — 

Class  citizenship  25  points 

Team  games 10  " 

"Gym'7    10  " 

Dancing    5  " 

Eeporting  all  D.  S.  L.  cards 10  " 

Recording  weights   10  " 

Recording  special  exercises 10  ' ' 

Maximum  decathlon  score '. 10  " 

Special  tests  Grade  "I" 10  " 

Special  tests  Grade  "2" 5  " 

Posture  tests  10  " 

Perfect  attendance  10  " 

No   delinquencies   10  " 

If  a  girl  scores  100  of  possible  125  points,  she  will  receive 
grade  1 ;  85  points — grade  2 ;  60  points — grade  3 ;  and  below  60 
points  a  failure. 


PHYSICAL  EDUCATION  FOR  GIELS  321 

ACTIVITIES,  1921-1922 

ORGANIZED  GAME  SCHEDULE— 1921-1922 

Grades  9-12. 

Captain  Basket  Ball Sept -Nov.  24 

Nine-Court  Basket  Ball Nov.  28-Jan.   20 

Volley  Ball Jan.   23-Mar.  10 

Hit-Pin  Baseball Mar.  13-April    7 

Long  Ball....  April  17-May    5 

Baseball May    5- June    2 

Grades  7-8 

Bat  Ball Sept.  26-Nov.    4 

Curtain  Ball Nov.    7-Dec.  16 

Volley  Ball  (8th) 


Long  Ball  (7th).  '  Jan'     3~Jan-   20 

Captain  Ball Jan.   20-Mar.    3 

Long  Ball  (8th) , 


Kick  Ball  (7th) 'Mar'    3~ 

Hit-Pin  Baseball April    3-May    5 

Baseball May    8- June    2 


DECATHLON  EVENTS— 1921-1922 
Grades  9-12 

I.  Basket  Ball  Goal  Shoot. 

II.  Stunts: 

1.  Coordination  Test  (Stride  jump). 

2.  Forward  Roll. 

3.  Frog  Dance. 

4.  Cork  Screw. 

5.  Fish  Hawk  Dive. 

III.  Run  and  Catch. 

IV.  Volley  Ball  Serve. 

V.  Tennis  Serve. 

VI.  Stunt  Speed  Series. 

VII.  Endurance  Test  (Hanging,  leg  raising). 

VIII.  Baseball  Throw  for  Accuracy. 

IX.  Baseball  Batting. 

X.  Hockey  Goal  Shoot.* 


*Archery  will  be  substituted  this  year  for  Hockey  Goal  Shoot. 


322  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

Grades  7  and  8. 

I.  Run  and  Catch. 

II.  Stunts: 

1.  Jump  Stick. 

2.  Cartwheel. 

3.  Head  and  Hand  Stand. 

4.  Forward  Roll. 

5.  Acrobatic  One-Step. 

III.  Jump  Rope. 

IV.  Volley  Ball  Serve. 

V.  Tennis  Serve. 

VI.  Stunt  Speed  Series. 

VII.  Endurance  Test. 

VIII.  Baseball  Throw  for  Accuracy. 

IX.  Baseball  Batting.' 

X.  Stunts. 

1.  Coordination  Test. 

2.  Frog  Dance. 

3.  Cork  Screw. 

4.  Fish  Hawk  Dive. 

5.  Steamboat. 

GYMNASTIC  DAY  COMPETITION 
RELAYS 

Progressive  Broad  Jump  Jump  the  Stick  (double  line).. Stunts 

All  Up B*  Leap  Frog 

Back  to  Back  Obstacle B 

Bag  Pile B  Over  and  Under B 

Baseball  Throwing  %  Pass  and  Toss B  p.  314 

Basketball  Goal  Shoot  Running 

Basketball  Pass  for  Accuracy Serpentine 

State  Chart-Decathlon  Shuttle B 

Bull  Frog  Skin  the  Snake B 

Circle B  Skipping 

Club  Snatch B  Snake 

Couple  Square  (1  point  for  passing) B 

Crab  Stride B 

Deadman's  Stunt  Speed  Series Stunts 

Duck  Walk Stuntsf  Tag  the  Wall B 

Flag  Relay B  Throwing B 

Goose  Walk  Through  the  Stick Stunts 

Haul  Me  Over  Through  the  String 

Heel-toe-step  Walking 

Indian  Club  Race B  p.  112  Wheelbarrow Stunts 

Indian  Club  Rolling  Wicket  Walk Stunts 

Jumping  Rope  Zig-Zag 

*B— Bancroft,       fStunts— "  Health  by  Stunts." 


PHYSICAL  EDUCATION  FOE  GIKLS 


323 


GYMNASTIC  DAY  COMPETITION 


GAMES 

Bat  Ball Cal.  Man. 

Battle  Ball B 

Black  and  White B  p.  52 

Captain  Ball B 

Combination  Pass  Ball Stunts 

Corner  Ball....B-359,   Cal.   Man.-161 

Dodgeball  (time) B 

End  Ball B  Cal.  Man. 

Guard  Pin  Ball  (time) 


GAMES 

Kick  Ball 

Line  Football 

Newcomb 

Philadelphia  Bat  Ball 

Post  Ball 

Progressive  Dodgeball. 
Push  Ball 

Round  Ball 

Sitting  Line  Ball 


.Cal.  Man. 

....Ms 


Stunts 

B 

.    B-401 


Note. — Each  class  must  cover  at  least  20  relays  and  games  a  semester. 
References  not  given  here  will  be  found  in  list  of  special  directions. 


INFORMAL  GAMES 


Ball  Stand 

Beetle  Goes  Round 

Birdcatcher 

Black  Tom 

Broncho  (Triple)  Tag 

Bull  in  the  Ring 

Cat  and  Rat 

Catch  a  Fish 

Center  Base 

Chicken  Fight 

Circle  Race 

Circle  Stride  Ball 

Couple  Tag 

Duck  on  a  Rock 

Dumbbell  Tag 

Four  Around  (Slap  Jack  w. 


B-328  Have  You  Seen  My  Sheep? B-102 

B-205  High  Windows B-104 

B-52  Hill  Dill B-105 

B-54  Hip B-105 

Hound  and  Rabbit B 

B-56  I  Say  Stoop B-113 

B-60  Japanese  Tag B-116 

B-61  Midnight B-133 

B-354  O'Grady  says  (Gym.  lesson,  etc.) 

M.M.  Ostrich  Tag 

B-69  Poison " B-148 

B-407  Pom  Pom  Pullaway B-149 

Prisoner's  Base B-156 

B-81  Slap  Jack B-178 

B-83  Three  Deep  and  Variations B-96 

3  circles)  Tommy  Tiddler B-198 


324  THE  UNIVEESITY  HIGH  SCHOOL  JOUENAL 


ABBREVIATIONS  FOR  DANCING 

B Bancroft,  Jessie 

Bur Burchenal,  Elizabeth 

I Folk  dances  and  singing  games 

II Dances  of  the  people 

Cr Crampton,  C.  Ward 

I Folk  dance  book 

II Second  folk  dance  book 

Cal.  Man California  Manual 

In  dancing  refers  to  supplement 

C.  C Crawford,  Caroline 

I Folk  dances  and  games 

II Dramatic  games  and  dances 

Gt Gilbert,  Melvin  Ballou 

I Vol.  I 

II Vol.  II 

III School  Dances 

H Hinman,  Mary  Wood 

I Solo  dances 

II Couple  dances 

III Ring  dances 

IV Group  dances 

M.H Hofer,  Marie 

I Children's  old  and  new  singing  games 

II Popular  folk  games  and  dances 

III Old  tunes,  new  rhymes  and  games 

M Moses,  Irene 

Rhythmical  action  plays  and  dances 

M.M Michigan  Manual 

S • Sharp 

I Country  dance  book 

II Country  dance  tunes 

III Morris  book 

N.R Nursery  Rhymes 

RD Recreative  Dances 

Ms  (M.A.) Manuscript  of  M.A. 

Ms....  Manuscript  of  B.L.P. 


PHYSICAL  EDUCATION  FOB  GIELS  325 


DANCING  PHYSICAL  EDUCATION  A,  B. 

My  Son  John N.R. 

Jack  Be  Nimble N.R. 

I'm  Very,  Very  Tall Cal.  Man.  34 

Nixie  Polka  (with  words) Cal.  Man.  48 

Muffin  Man B.  282 

See  Saw N.R. 

Shoemakers'  Dance Bur.  1-8 

Ride  a  Cock  Horse N.R. 

Jolly  Is  the  Miller , Cal.  Man.  37 

Three  Crows N.R. 

Taffy  Was  a  Welchman N.R. 

Sing  a  Song  of  Sixpence N.R. 

Here  Come  Three  Dukes  A-Riding Ms 

Pussy  Cat » Ms 

KullDansen Bur  1-34 

Four  Little  Blackberries Ms 

Hark,  Hark,  The  Dogs  Do  Bark N.R. 

Three  Children  Sliding N.R. 

Washing  the  Clothes Cr  48 

To  Market,  To  Market N.R. 

Ma's  Little  Pigs Bur.  1-22 

Humpty  Dumpty Ms 

Blue  Bird Ms 

When  I  Was  a  Bachelor r N.R. 

Three  Little  Mice Ms 

Carrousel Bur.  I 

The  Toad's  Mistake Ms 

Swedish  Clap  Dance C.C.  26  or  Cr  13 

Girls  and  Boys Ms  (M.A.) 

Hot  Cross  Buns N.R. 

Broom  Dance Bur.  11-79 

Maypole  Dance  (Mayday  Gallop) Ms 

Swinging Ms 

Little  Bo  Peep Ms 

Highland  Fling  (selected  steps) Bur  1-50 

Gustaf's  Skoal C.C.  34 

There  Was  a  Little  Girl N.R. 

Soldier  Boy Ms 

Mary,  Mary,  Quite  Contrary N.R. 

Goosey,  Goosey,  Gander Ms 

The  Queen  of  Hearts Ms 


326  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 


DANCING  PHYSICAL  EDUCATION  C,  D. 

Nixie  Polka Cr  12 

Taffy  was  a  Welchman N.R. 

Gustafs  Skoal C.C.  1-34,  Cal.  Man.  28,  Bur.  11-56 

Danish  Dance  of  Greeting Cr  1-2,  Bur  I,  Cal.  Man.  24 

When  I  Was  a  Bachelor N.R. 

Children's  Polka Cr  4 

Bleking Bur.  11-52,  Cal.  Man.  18 

Girls  and  Boys Ms  (M.A.) 

Carousal Bur  1-20,  Cal.  Man.  20 

Ain't  We  Got  Fun Ms 

Rovenacka Cal.  Man.  56,  CC  1-72 

Teach  Polka  Step 

Review  Children's  Polka  using  Polka  Step 

Seven  Jumps Bur  11-68 

King  of  the  Barbarees Ms 

Eloise  Gavotte Gt.  Ill 

Indian  Dance Ms 

Bean  Porridge  (Polka  Step) Gt  III,  Cal.  Man.,  Ms 

Dolly  Dollars Ms 

Pop  Goes  the  Weasel Gt  III 

I'm  Captain  Jinks Ms 

Japanese  Dance '. Ms 

Ostendaise Ms 

Norwegian  Mt.  March Cr  1-18 

Jolly  Is  the  Miller Cal.  Man.  37 

Hopp  Mor  Annika Cr  1-22 

Reap  the  Flax Bur  I 

There  Was  a  Little  Girl N.R. 

Irish  Jig Cr  I-52,"M.M.,  Bur  1-80 

Vineyard  Dance Ms 

Tantoli Cr  1-10 

May  Pole  Dance  (Winding) 

Ace  of  Diamonds Bur  1-6 

Hot  Cross  Buns N.R. 

Cschbogar Ms 

Mary,  Mary,  Quite  Contrary N.R. 

Jumping  Jack  (selected  steps) Ms 

Soldier  Boy Ms 

Ribbon  Dance Bur  11-12 

The  Bee  and  The  Rose Ms 

Sellengers  Round Ms 


PHYSICAL  EDUCATION  FOE  GIRLS  327 


DANCING  PHYSICAL  EDUCATION  1  and  2 

Nixie  Polka Cr  I,  p.  15 

Cschbogar Ms  M.M. 

Jolly  Is  the  Miller Cal.  Man. 

Carrousel Bur  I,  p.  20 

Danish  Dance  of  Greeting Bur  I,  p.  4 

Crested  Hen Bur  II,  p.  61 

Teach  the  Two-step 

Carolina  Two-step N.M.,  p.  159 

Bleking ....Bur  II,  p.  52 

Yankee  Doodle M.M. 

Teach  Polka 

Hopp  Mor  Annika ....Cr  I,  p.  22 

Indian  Dance Ms 

Ain't  We  Got  Fun Ms 

Bean  Porridge  Hot Gt  III,  p.  4 

Sellenger's  Round Ms 

Goralski  Taniec Ms 

Eloise  Gavotte Gt  III 

Rovenacka C.C.  I,  p.  72 

Seven  Jumps .' Bur.  II,  p.  68 

Portland  Fancy Ms 

Teach  the  Schottische 

Swedish  Schottische Cr.  II,  p.  58 

Tantoli Bur  II 

Gathering  Peascods Ms 

Over  There RD 

Nobleman's  Dance Ms 

Black  Nag Ms 

The  Stop Ms  (M.A.) 

Cowboy  Dance Ms 

La  Pastourelle Gt.  Ill 

Teach  the  Mazurka 

Bounding  Hart C.C.,  p.  6 

L'Zoronto Ms  (M.A.) 

Hansel  and  Gretel Ms 

Irish  Jig Bur.  I,  p.  80 

Jack  in  the  Box Ms 

Teach  the  Waltz 

Swinging (Miss  Backius) 

Captain  Jinks Ms  (M.A.) 

Vineyard  Dance Ms  (M.A.) 

Pop  Goes  the  Weasel  (Simple) Gt  III 

Varsouvienne Gt  III 

Dutch  Dance  (Oh,  Where,  Oh,  Where) Ms 


328  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

Sweet  Kate Ms 

Ostendaise Ms  (M.A.) 

Jumping  Jack  Jubilee Ms  (M.A.) 

Dancing  Topsy •. Gt  III 

Jump  Jim  Crow RD 

Virginia  Reel 

How  Do  You  Do Ms 

Coming  Thru  the  Rye 


DANCING  PHYSICAL  EDUCATION  3  AND  4 

May  Day  Gallop Ms 

Dancing  Topsy Gt  III  or  Ms 

Bavarian  Folk  Dance Ms 

Teach  Polka  Step 

Rheinlander Cr  1-58 

Ain't  We  Got  Fun Ms 

BoardWalk Gt  III 

Rufty  Tufty Ms 

Cola  Serbianka Ms 

Daldans H  IV 

Won't  Go  Home  Till  Morning Ms 

Strasak Bur  1-76 

Csardas Bur  1-60 

Tarentella Bur  1-86 

Teach  the  Schottische  Step 

Highland  Schottische C.C.  42,  Cal.  Man.  30 

Irish  Washerwoman M.M.  221 

Galanterie Ms  (M) 

Boscastle H  II 

Pack  Up  Your  Troubles RD 

Butterfly Ms 

Lott'  is  Tod C.C.  1-24 

If  All  the  World  Were  Paper Ms 

Chalif  Minuet Ms 

Teach  Mazurka  Step 

Varsouvienne Ms  or  Gt  III 

Irish  Lilt Cr  1-36  or  H  I 

Sun  Dance  (Indian) Ms  (Music — Leo  Friedman) 

Gorrland's  Quadrille Bur.  11-40  or  H  IV 

Troika Ms 

Wooden  Shoes Ms 

Krakoviak Cr  11-40 

Oranges  and  Lemons Ms 

Oui,  Oui,  Marie RD 

Sailor's  Hornpipe Bur. 


PHYSICAL  EDUCATION  FOE  GIELS 


329 


Crane  Dance 

Teach  the  Waltz 

Shubert  Waltz  Series. 

Jockey  Dance 

Oxdansen 

Highland  Fling 

Russian  Dance 

Shepherd's  Hey 


.Ms 

.Ms 
.Ms 

.Bur  1-26 
.Bur  1-50 
.M.H.  II 
.Ms 


DANCING  PHYSICAL  EDUCATION  5  AND  6 
BY  NATIONS 


American 

Cowboy  Dance 

Jockey  Dance 

Virginia  Reel 

Bavarian  Folk  Dance Ms 

Bohemian 

Rovenacka C.C  72 

Hungarian 

Csardas  II Burl 

Hussar Ms 

Cschbogar Ms 

Russian 

Kamarinskaia Bur  1-44 

Nobleman's  Dance Ms 

Russian  Dance M.H. 

Polish 

Goralski  Taniec Ms 

Danish 

Danish  Dance  of  Greeting.. Bur  I 

Ace  of  Diamonds Bur  I 

Crested  Hen Bur  II 

Finnish 

Bounding  Hart C.C.  6 

Norwegian  Mt.  March Cr  18 

Swedish 

Gustaf  s  Skoal.. Bur  I 

Bleking Bur  11-52 

Reap  the  Flax Bur  I 

Carrousel....  ....Bur.  I 


English 

Sailors'  Hornpipe Bur 

Row  Well  Ye  Mariners.... Ms 

The  Old  Mole Ms 

Tideswell  Procession Ms 

Pop  Goes  the  Weasel Gt  III 

Mage  on  a  Cree Ms 

English  Morris  Dance.... 


Irish  Lilt... 


...Cr  1-36 


Scotch 

Highland  Fling Bur  I 

Highland  Schottische Cr  1-20 

Dutch 

Wooden  Shoes Ms 

Oh  Where,  Oh  Where Ms 

Dutch  Villagers Ms 

French 

Pastourelle Ms 

Gavotte Ms 

Rejane H  II-6 

Italian 

Siciliano Ms 

Tarentella Ms 

Spanish 

La  Paloma  or 

La  Mancha Ms 

Japanese 

Cherry  Blossoms Ms 


330  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

DANCING  PHYSICAL  EDUCATION  5  AND  6— (Continued) 
OTHER  DANCES* 

Athletic  Pageant  Pied  Piper 

Bacchanale  Pierrette 

Beauty  of  the  Alps  Pierrot 

Bluette  Polka  Playfulness 

Chamanade  Polka  Minature 

Fairy  Queen  Poppies 

Flower  Waltz  Skaters 

French  Doll  Sunbeams  Polka 

French  Gavotte  Swinging 

Jumping  Jack  White  Rose  Mazurka 

March  Militaire  Xmas  Waltz 

Musette  Grecian  Dance — Hinman 

Papillion  D'Amour 

FOLK  DANCES 

CLASSIFIED  ACCORDING  TO  NATIONALITIES 

English  Reference 

Round  and  Round  the  Village Grade  1 Bancroft  290 

Mulberry  Bush Grade  1 C&W,  p.  2 

Muffin  Man Grade  1 C&W  5 

Greeting  and  Meeting Grade  1 M.H.,  vol.  2,  p.  5 

Looby  Loo Grade  1 C&W  2,  4 

A-hunting  We  Will  Go Grade  1 C&W  25 

Leaves  Are  Green Grade  1 B  276 

I  Should  Like  to  Go  to  Shetland  ..Grade  1 C&W  12 

Did  You  Ever  See  a  Lassie Grade  1 Bancroft  261 

Draw  a  Bucket  of  Water Grade  2 C&W  30 

Sailor  Boy Grade  2 C&W  28 

Lads  and  Lassies Grade.  2 C&W  22 

Push  the  Business  On Grade  2 C&W  31 

Oats,  Peas,  Beans  and  Barley Grade  2 C&W  32 

Hot  Cross  Buns Grade  3 L  Hm 

Green  Hill Grade  3 M.H.,  vol.  2,  30 

Bean  Porridge  Hot Grade  4 C&W  37 

Ribbon  Dance Grade  4 Bur,  vol.  2,  12 

Jolly  Is  the  Miller Grade  4 C&W  23 

English  Harvesters'  Dance Grade  5 Cr,  vol.  1,  p.  8 

Cornish  May  Dance Grade  6 M.H.,  vol.  2,  36 


*A11  references  manuscript. 


PHYSICAL  EDUCATION  FOE  GIELS  331 

Oxford  Minuet  2.. Grade  5 Beck  Music  and  Desc 

Sailor's  Hornpipe Grade  7 Bur,  vol.  2,  p.  8 

Pop  Goes  the  Weasel Grade  7 Bur,  vol.  5,  p.  7 

Laudanum  Dance  (May  Dance).... Grade  8 Bur,  vol.  1,  p.  64 

Speed  the  Plow Grade  8 Cecil  J.  Sharp,  Part  I 

The  Butterfly Grade  7 Sharp  1,  Sharp  1 

Jenny  Pluck  the  Pears Grade  8 Sharp  2,  Sharp  3 

Mage  on  a  Cree 1st  H.S Sharp  2,  Sharp  3 

The  Fine  Companion 1st  H.S Sharp  2,  Sharp  3 

Newcastle 1st  H.S.  Sharp  2,  Sharp  3 

Gathering  Peascods Grade  7 Sharp  2,  Sharp  3 

Oranges  and  Lemons Grade  7 Sharp  2,  Sharp  3 

Dull  Sir  John Grade  8 Sharp  2,  Sharp  3 

Rufty  Tufty Grade  6 Sharp  2,  Sharp  3 

Glory  of  the  West Grade  8 Sharp  2,  Sharp  3 

Hey,  Boys,  Up  Go  We 1st  H.S Sharp  2,  Sharp  3 

The  Beggar  Boy 1st  H.S Sharp  2,  Sharp  3 

The  Black  Nag Grade  8 Sharp  2,  Sharp  4 

Cheerily  and  Merrily 1st  H.S Sharp  2,  Sharp  4 

Goddesses 2nd  H.S Sharp  2,  Sharp  4 

Amarillys 2nd  H.S Sharp  2,  Sharp  4 

Black  Jack 3rd  H.S Sharp  2,  Sharp  4 

If  all  the  World  Were  Paper 3rd  H.S Sharp  3,  Sharp  5 

Hyde  Park 2nd  H.S Sharp  3,  Sharp  5 

Hundsdon  House 2nd  H.S Sharp  3,  Sharp  5 

Lady  in  the  Dark 2nd  H.S.  Sharp  3,  Sharp  5 

The  Merry  Conceit 3rd  H.S Sharp  3,  Sharp  5 

Maiden  Lane 3rd  H.S Sharp  3,  Sharp  5 

Row  Well,  Ye  Mariners 3rd  H.S Sharp  3,  Sharp  6 

Touch  and  Take 2nd  H.S Sharp  3,  Sharp  6 

Bobbing  Joe  (Morris) 2nd  H.S.  8  boys  ....Bur 

Bluff  King  Hall  (May  Pole) 2ndH.S.,  7boys....Bur 

Hornpipe Boys  8 Bur 

American 

Seesaw Grade  1 C&W,  p.  13 

Needles'  Eye Grade  1 M.H.,vol.  l,p.  17 

Ten  Little  Indians Grade  1 C&W,  p.  8 

Soldier  Boy Grade  1 M.H.,  vol.  1,  p.  7 

Kitty  White Grade  1 Bur  224 

I  Tiskit,  I  Tasket Grade  1 Bur  288 

Alcibiades  (American  Clog) Grade  8 H,  vol.  1 

Sir  Roger  De  Coverly 1st  H.S Bur,  vol.  1 

Dan  Tucker  (Middle  West) 1st  H.S Bur,  vol.  1 

(John  Brown) 1st  H.S Bur,  vol.  1 

The  Circle  (New  England) 1st  H.S Bur,  vol.  1 

Lady  of  the  Lake  (New  England)  4th  H.S Bur,  vol.  1 

Boston  Fancy  (N.E.) 4th  H.S Bur,  vol.  1 


332  THE  UNIVEESITY  HIGH  SCHOOL  JOURNAL 

Portland  Fancy  (N.E.) 4th  H.S Bur,  vol.  1 

Hulls  Victory  (N.E.) 3rd  H.S Bur,  vol.  1 

Soldier's  Joy 2nd  H.S Bur,  vol.  1 

Old  Zip  Coon  (Morning  Star) 1st  H.S Bur,  vol.  1 

Fisher's  Hornpipe Grade  8 Bur,  vol.  1 

Pop  Goes  the  Weasel 6  to  8 Bur,  vol.  1 

Yankee  Doodle Grade  1 M  86 

Sweedish 

How'D'Ye  Do,  My  Partner Grade  1 C&W,  p.  9 

Washing  the  Clothes Grade  1 Bur,  vol.  1,  p.  10 

I  Took  a  Walk  One  Evening Grade  1 M.H.,  vol.  2,  p.  7 

I  See  You Grade  2 C&W,  p.  56 

Grandmother's  Old  Sparrow Grade  2 C&W  29 

Caroussel Grade  2 C&W  24 

Mow,  Mow  the  Oats Grade  3 C&W  59 

Chain  Dance Grade  3 C&W  60 

Our  Little  Girls Grade  2 C&W  42 

With  Even  Step Grade  3 C&W  50 

Clap  Dance  (Klappdans) Grade  4 ....Bur,  vol.  2,  p.  38 

Ho,  Little  Laddie Grade  4 KVK  43 

Hop,  Mother  Annika Grade  4 Cr,  vol.  1,  22 

Swedish  Ring  Dance Grade  4 Cr,  vol.  1,  24 

Tailor's  Dance Grade  4 C&W  34 

Reap  the  Flax Grade  4 Bur  I,  p.  30 

Nixie  Polka Grade  4 Bur  I,  p.  30 

Ladita  (Lottie  is  Dead) Grade  4 C.C,  vol.  1,  24 

Bleking Grade  5 Bur  2,  p.  52 

Frysksdal  polska Grade  5 Cr,  vol.  1,  p.  17 

Gustav's  Skoal.'. Grade  6 Bur  2,  p.  56 

The  Stop  (Skanning) Grade  6 Bq  1 

Dal  Dance ....Grade  7 Bq  39 

Fjallnaspolska Grade  7 Bur  138 

Swedish  Weaving  Dance Grade  7  M.H.  1,  p.  38 

Mellbrook ....Grade  7 Bur  3,  p.  78 

Gootland's  Quadrille Grade  8 Bur  2,  p.  40 

Rheinlander Grade  8, Cr  I,  p.  58 

Spinning  Wheel  (Snurrboucken).... Grade  8 Bq  6 

Varsourvienne Grade  8 Bq  11 

Wooden  Shoes  (Trasko) Grade  8 H,  vol.  2 

Skobo  Dance  (Boys) Grade  8 Bq  9 

Tantoli Grade  4 Bur 

Mountain  Polka Grade  8 Bur 

Ox  Dance  (Boys) Grade  8 Burl,  p.  26 

First  of  May Grade  2 Bur 

Kull  Dansen Grade  6 Bur 

Ma's  Little  Pigs Grade  3 Bur 


PHYSICAL  EDUCATION  FOR  GIELS  333 

Bohemian 

Rovenacka Grade  4 C.C,  vol.  1,  p.  72 

Strasak Grade  7 Bur,  vol.  1,  p.  76 

Komarno Grade  8 Bur,  vol.  1,  p.  92 

Russian 

Russian  Haymaking Grade  4 M.H.,  vol.  2,  p.  37 

Kamarinskai Grade  7 Bur,  vol.  1,  p.  44 

Cossack  Dance Grade  8 Cr,  vol.  1,  p.  72 

Arkavsky H.S.  boys Chm 

Russian  Noblemen  Dance H.S Chm 

Russian  Snowstorm Grade  4 Chm 

Irish 

Six  Hand  Reel Grade  8 Bur 

Irish  Jig Grade  6 Bur,  vol.  1,  p.  80 

Irish  Lilt Grade  7 Cr,  vol.  1,  p.  26 

Norwegian 

Norwegian  Mountain  March Grade  5 Bur,  vol.  1,  p.  2 

Scandinavian 

The  Hailing Grade  8... Cr,  vol.  2,  p.  74 

Italian 

Tarantella Grade  8 Bur- 

Polish 

Gor  Alski  Taniec .- Grade  6 Chm 

Krokovienne Grade  7 Chm 

Dutch 

Dutch  Villagers Grade  6 Chm 

Finnish 

Sjalaskuttan  (Bounding  Heart) Grade  6 Bur,  vol.  4,  p.  13 

Finnish  Reel Grade  7 C.C.,  vol.  1,  p.  6 

Belgian 

Ostendaise H.S.  Chm Chm 

Unclassified 

Shoemakers'  Dance Grade  2 Cr 

Cinderella Grade  7 Gt,  vol.  3,  p.  25 

Dancing  Topsy Grade  6 Gt,  vol.  3,  p.  8 

The  Brownies Grade  5 Gt,  vol.  3,  p.  6 


334 


THE  JJNIVEESITT  HIGH  SCHOOL  JOURNAL 


French 

Garden  Game Grade  1... C&W  7 

Vineyard  Dance Grade  4 C.C.,  vol.  1,  p.  68 

French  Reel Grade  6 Bur,  vol.  3,  p.  62 

Tourdion Grade  8 Chm 

Minuet H.S H,  vol.  4 

Pavanne Grade  7 Chm 

Chacona  (Couple  Dance) H.S Chm 

La  Preciosa  (Minuet)  Couple H.S Gt,  vol.  2,  p.  50 

Verona  Minuet  (Couple) H.S Gt,  vol.  2,  p.  57 

Scotch 

Come  Out  Into  the  Heath Grade  2 C&W  35 

Chimes  of  Dunkirk Grade  4 Cr  I,  p.  1 

Highland  Schottische Grade  7 Cr  I,  p.  20 

Highland  Fling Grade  8 Bur  I,  p.  50 

Sword  Dance Grade,  8  boys Bur 

Danish 

The  Farmer Grade  2 C&W  21 

Danish  Dance  of  Greeting Grade  4 Bur,  vol.  1,  p.  4 

Seven  Jumps Grade  3 Bur,  vol.  2,  p.  68 

Tinker's  Dance Grade  6 Bur,  vol.  3,  p.  86 

Ace  of  Diamonds Grade  6 Bur,  vol.  1,  p.  6 

The  Crested  Hen Grade  7 Bur  2,  p.  61 

The  Four  Dance H.S Bur,  vol.  2,  p.  63 

Three  Men's  Reel Grade  8 Bur 

German 

Seven  Jumps Grade  8 Bur 

German  Hopping  Dance Grade  6 Cr 

Bavarian 

Bavarian  Folk  Dance Grade  6 Chm 

Hungarian 

Csehbogar Grade  5 Chm 

Czardas Grade  7 Bur,  vol.  1,  p.  60 

TheHuzzar H.S Chm 

Lithuanian 

Sandal  Polka Grade  3 Crawford,  vol.  2,  p.  25 

Swiss 

Swiss  May  Dance Grade  3 C&W,  p.  44 


PHYSICAL  EDUCATION  FOE  GIELS  335 


PRELIMINARIES  FOR  BASKET  BALL  GAMES 

Throws 

1.  Chest. 

2.  High. 

a.  Double  over-arm. 

b.  Single  over-arm. 

3.  Newcomb  (straight  arm). 

4.  Underhand. 

5.  Free  throw. 

Throws  with  following  variations: 

1.  Catch  and  throw  with  two  feet  jump. 

2.  Throw  with  one  step  forward,  R  and  L  back. 

3.  Throw  for  accuracy  at  waist,  knee,  shoulder,  etc. 

4.  Pivot  and  throw. 

Formations  for  Practice  in  Throwing  and  Catching 

I.  Two  lines  (opposite  sides  of  court) — use  as  many  assistants  (who  throw 

well)  as  there  are  balls. 

1.  Catch  and  return  a  given  throw  (single  pass). 

2.  Catch  and  return  twice  (double  pass). 

3.  Lines  compete  for  accuracy. 

Note:   Use  instructors  and  good  assistants  so  good  balls  will  be   delivered 
each  time. 

Note:  A  pass  is  completed  only  when  ball  is  securely  caught  and  held. 

II.  Circles  (competing  against  each  other). 
A.  Standing. 


1.  Passing  RandL. 

2.  Passing  RandL  turing  to  outside  of  circle 

3.  Passing  R  and  L  skipping  one 


Accuracy  and  speed 
count  passes  in  a 
given  time 


4.    Passing  any  direction  (speed). 
B.  Walking  and  running  R  and  L. 

1.  Land  on  two  feet  and  throw  ball  to  coach. 

2.  Land  on  two  feet  and  throw  ball  to  any  one  in  circle. 

III.  Field  spaces  (3  sections  competing  against  each  other). 


b.    Moving  after  ball  is  thrown. 
Guard  Practice 

I.    Two  double  lines  (guards  facing  forwards). 

1.  Guards  not  moving. 

2.  Guards  moving  without  seeing  signal. 

3.  Guards  moving  with  seeing  signal. 

4.  Evading. 

Signals  —  RandL  high  or  low,  high  back,  etc. 
Note:  Objects  1.    To  make  a  pass  between  coach  and  forward. 
2.    Guard  to  interfere  with  pass. 


336     .  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

Goal  Shooting 

I.  Standing — various  positions 

1.  Shoot  from  each  position  until  basket  is  made. 

2.  Single  try  and  rotate  in  given  position. 

3.  Chest  throw,  high  trow,  etc.,  standing,  with  jump,  etc. 

II.  Running  and  rotating — all  throws. 

Note. — (Girl  who  has  thrown  always  returns  ball  to  next  player). 

Free  Throw  Shooting 

1.  Teach  line  and  alley  rules. 

2.  Relays. 

Preliminary  Games  and  Practice 

6-hole  BB. 

Basket  ball  toss-up  ("Cal."  Manual). 

Running  and  catching  (high  rope). 

Zig-Zag  baU  ("Health  by  Stunts"— Ms.). 

Post  ball. 

End  practice  (very  good),  see  page  69—1920  BB  rules. 

Traveling  ball. 

Ball  passed  around  circle-guard  on  outside  tries  to  interfere.    If  guard 
captures  ball,  change  places  with  girl  who  lost  ball. 

Skeleton  Practice 

1.  Work  out  all  kinds  of  combination  passes. 

2.  Both  teams  can  work  at  the  same  time  if  each  team  has  a  ball.   No  need 

for  confusion  if  colors  are  worn. 

More  advanced — Girl  who  has  thrown  returns  ball  to  second  player  in 
line — first  girl  in  line  running  under  basket  to  receive  ball  if  it 
misses  the  basket. 


PHYSICAL  EDUCATION  FOE  GlELS 


337 


CAPTAIN  BASKET  BALL 


+  D 

U   v_y   u 

00* 
0    D 
•d   0) 

-*•  <0 

9.3 

d    D 

-Q 

C 
Q 

a 

H^k: 
Xyv. 

D   § 

0*0 
0                  0 

DIM                             1 

LLJ                ,  _L 

+           -h 

H    H+         ^_ffl    C 

"^ 

0                 O 

3 

aT 

ID 

0*0 

>  ^              1        1 

Equipment 

Basket  ball. 

Four  ordinary  beat  boards  (for  captains'  bases). 
Sixteen  bases — 3  feet  square. 


338 


THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 


Team 

Thirteen  players — number  may  be  varied  by  changing  number  of  bases. 
Eight  basemen. 
Two  captains. 
Two  captain  guards. 
One  center  guard. 

Rules 

1.  Ball  shall  be  put  into  play  as  in  basket  ball. 

2.  Basemen  may  step  off  base  with  one  foot. 

3.  Captains  may  step  off  base  with  one  foot  except  in  scoring,  when  both 

feet  must  be  on  base. 

4.  Guards  may  not  step  on  any  base. 

5.  When  ball  is  in  possession  of  a  player,  opponent  may  attack  ball  by 

batting  with  one  hand. 

6.  When  ball  goes  out  of  bounds,  nearest  guard  recovers  it  and  throws 

it  in  from  any  point  of  boundary  line. 

7.  Any  baseman  may  make  a  free  throw  (regulations  as  in  basket  ball). 

Basemen  must  return  immediately  to  base  after  ball  is  thrown. 

8.  Tie-ball  regulations  as  in  basket  ball. 

Fouls 
For 


1.  Overguarding  as  in  basket  ball. 

2.  Any  roughness. 

3.  Walking  with  ball. 

4.  Holding  ball  more  than  3  seconds. 


For 


1.  Stepping  off  base  with  both  feet 

2.  Guard  stepping  on  any  base 

3.  Guards  stepping  over  center  line 


Scoring 


Throw  from  basemen  to  near  captain. 
Throw  from  basemen  to  far  captain. 
Basket  throw  by  4th  basemen. 
Basket  throw  by  3rd  basemen. 
Free  throw. 
Pass. 


Penaltv:  Free  throw. 


I  Penalty:  Ball  given 
nearest  opponent 


1  point. 

2  points. 

1  point 

2  points. 
1  point. 

3  points. 


To  Make  a  Pass  the  Ball 

1.  Must  start  from  either  first  base. 

2.  Must  be  caught  in  both  hands  by  every  baseman. 

3.  Must  not  touch  ground,  and — 

4.  May  progress  in  any  rotation. 

N.  B.     To  score,  captain  must  catch  ball  in  both  hands. 


PHYSICAL  EDUCATION  FOE  GIELS 


339 


NOTES  ON  HIT  PIN  BASEBALL 


3ft 


HIT  PIN  BASEBALL 

Field  Play 

1.  Ball  must  be  passed  to  1,2,  3,  home,  in  order. 

2.  Fielders  may  not  interfere  with  runner  (run  given  to  runner's  team). 

3.  Runners  may  not  interfere  with  ball  in  field. 

4.  Indian  Club  at  any  base  must  be  knocked  down  by  player  covering 

that  base. 

"4  Balls" 

After  4  balls  have  been  called  on  bowler,  kicker  may  place  ball  in  circle 
and  kick  it. 


340 


THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 


Equipment 

Soccer  ball. 

Four  Indian  clubs. 

Field  (baseball  diamond) 
Line-up — Nine  Players 

Catcher. 

Bowler. 

First  baseman. 

Second  baseman. 

Third  baseman. 

Shortstop. 

Right  fielder. 

Center  fielder. 

Left  fielder. 

Object  of  the  Game 
To  score  runs. 
A  run  is  scored  when  player  kicks 

a  fair  ball  and  touches  each 

base  as  in  baseball. 

Fair  and  Foul  balls  as  in  baseball. 

Dead  Ball  delivered  by  bowler  and 
which  hits  kicker. 

Strikes — Ball  delivered  by  bowler. 

1.  Which  kicker  misses. 

2.  First  and  second  foul  balls. 

3.  Which  lands  on  line  or  inside 

forward  half  of  home  circle. 

4.  If  one  foot  is  not  in  circle  when 

kicking. 


Outs  (Kicker) 

1.  Always  on  third  strike. 
"\  2.  Foul  ball  after  four  balls. 

3.  If    Indian    club    at    home    is 

knocked  down  by  kicker  or 
bowler. 

4.  Foul  fly  caught. 

5.  If  fair  ball  knocks  down  club 

before  striking  ground. 

(Runner) 

1.  Caught  fly. 

2.  If  hit  by  fair  ball  before  it 

touches  ground. 

3.  If  he  knocks  down  any  Indian 

club. 

4.  If  any  club  just  ahead  of  him 

is  knocked  down. 

5.  If  he  doesn't  touch  all  bases 

in  order. 

6.  If  he  runs  inside  the  diamond 

in  front  of  any  club. 

7.  If  he  interferes  with  any  player 

inside  the  diamond. 

Bowler 

1.  Both  feet  must  be  in  box  when 

bowling. 

2.  May  roll  ball,  toss  ball,  or  use 

side-arm  throw. 

Basemen 

Must  have  one  foot  on  base  when 
passing  ball. 


4h    Cs-c.* 


PHYSICAL  EDUCATION  FOE  GIRLS 


341 


UNIVERSITY  BALL 


X 


X 


X 


x       x 


A    A 


XX 


XX 


X 


X 


Baseman      X  Guard 


342  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

I.  Court 

1.  Ordinary  basket-ball  court — (see  diagram). 

2.  Size  may  vary  with  number  of  players. 

II.  Numbers  of  Players 

May  use  any  number. 

Ten  on  a  team  ordinarily  used. 

III.  Positions 

Five  on  a  team  occupy  circles  or  bases. 

Other  five  on  team  guard  bases  of  opposing  team. 

IV.  Game 

1.  Captain's  guards  stand  astride  center  line  and  jump  for  toss-up  as 

in  basket  ball,  each  trying  to  bat  ball  to  his  own  players. 

2.  Object  is  to  get  ball  to  captain,  but  must  come  from  a  side  baseman 
to  count  a  point. 

3.  One  point  may  also  be  scored  by  making  a  pass  of  four  side  basemen . 

4.  Game  played  in  quarters  or  in  halves. 

V.  Rules 

1.  Basemen  may  step  one  foot  off  base. 

2.  Guards  may  not  step  on  base. 

3.  Players  may  not  advance  with  ball. 

4.  Ball  may  not  be  kicked. 

5.  Guard  may — a.    run  anywhere  in  his  own  court. 

b.  advance  ball  to  line  by  passing. 

c.  not  step  over  center  line. 

6.  Any  violation  gives  ball  to  captain  guard  of  opposing  team. 

VI    Change  of  Players 

Guards  and  basemen  exchange  places  at  quarter  or  half 


PHYSICAL  EDUCATION  FOE  GIELS  343 


NEWCOMB 


Neufral   \5pace     l£  ft. 


344  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

I.  Diagram — Equipment 

Basket  Ball  Court. 

a.  Two  courts. 

b.  Neutral  space,  12  feet. 
Rope. 

a.  Six  to  eight  feet  high. 

b.  Stretched  across  center  of  field. 

Basket  ball,  volley  ball,  soccer  or  newcomb  ball. 

II.  Touchdown 

1.    Scored  when  ball  clears  rope  and  touches  floor  or  ground  in  op- 
ponent's court. 

III.  Fouls 

1.  Ball  touching  rope. 

2.  Ball  going  under  rope. 

3.  Ball  thrown  beyond  opponent's  boundary  line  unless   touched  by 

opponent. 

4.  Ball  thrown  or  batted  into  neutral  ground. 

5.  Ball  dropped  at  any  time. 

6.  Ball  thrown  with  two  hands. 

IV.  Scoring 

1.  Touchdown     1. 

2.  Foul  1. 

3.  Touchdown  and  fouls  cancelled  at  end  of  game. 

4.  Excess  fouls  added  to  score  of  opponent. 
Example : 

Red  Team  Blue  Team 

Touchdowns        0  5 

Fouls  5  0 

Final  Score  0  10  (five  touchdowns  after  cancelling 

fouls;  plus  five  excess  fouls  of 
Red  Team). 

V.  Game 

1.  Two  halves. 

2.  Start  with  a  toss-up  as  in  basket  ball  at  beginning  of  each  half. 

3.  Ball  is  in  play  after  a  touchdown  or  foul  without  starting  at 

center  toss. 

4.  Ball  in  neutral  space  recovered  by  captain  who  first  gets  the  ball. 


PHYSICAL  EDUCATION  FOE  GIRLS 


345 


FRESHMAN  STUNTS 

(Suggested  List) 


Bear  Dance— 102. 

Bird  Hop — Knees  straight,  hop  for 
on  both  toes. 

Body  Bounce— 103. 

Camel  Walk— 121. 

Chicken  Fight— 151. 

Clown  Tricks — Lying  on  floor  with 
object  on  forehead,  stand  up. 
Balance  wands,  etc. 

Cock  Fight— 150. 

Crane  Dive — 103. 

Dog  Run— 95. 

Elephant  Walk— 120. 

Eskimo  Roll— 127. 

Frog  Hop — Deep  knee  bend,  place 
hands  on  floor.  Move  hands  for- 
ward and  let  feet  follow  with 
jump,  kicking  legs  out  behind. 

Head  Stand— (From  Tip  up) — 100. 

Head  and  Hand  stand  against  wall. 

Heel  Knock— 98. 

Horizontal  one-half  standing,  change 
arms  to  side  horizontal,  neck,  etc. 

Human  Fly — From  prone  fall  posi- 
tion with  feet  against  wall,  walk 
upwall  with  feet  to  a  hand  stand 
facing  wall. 

Human  Knot — 105. 


Human  Wicket— 93. 

Indian  Wrestle— 147. 

Jumping  Jack — 105. 

Jumping  Wheel  Barrow — 118. 

Jump  Stick — 106. 

Kangaroo   Hop — Hop   in   deep-knee 

bend  position,  elbows  bent  and 

hands    held    loosely    to    imitate 

useless  forefeet. 
Knee  Dip— 96. 
Merry-Go-Round  (side-lying,  weight 

on  one  arm,  wheel  around). 
Palm  Spring — 95. 

Pull  Stick— 151. 
Rabbit    Hop — Same    as    frog    hop 

except  no  kicking  out  behind. 
Rooster  Fight— 150. 
Single  Squat— 99. 
Solid  Ivory — 95. 
Starting  with  fingers  touching  toes, 

walk   out   to   prone-fall   position 

and  back. 
Stiff— 121. 
Stiff  Leg  Bend— 103. 
Tip  Up— 100. 
Top— 95. 

Whell  Barrow— 118. 
Wicket  Walk— 93. 


All  references  are  to  Pearl  &  Brown,  Health  by  Stunts. 


346  THE  UNIVEESITY  HIGH  SCHOOL  JOUENAL 


NOTES  ON  SPECIAL  RELAYS  AND  GAMES 

1.  Progressive  Broad  Jump. 

Each  member  of  team  starts  jump  from  landing  of  previous  girl.  Team 
which  -covers  greatest  distance  wins. 

2.  Indian  Club  Rolling. 

Roll  an  Indian  Club  with  a  wand. 

3.  Through  the  String. 

Twelve  inch  string — like  through  the  stick  (Health  by  Stunts), 

4.  Back  to  Back  Relay  (couples). 

Arms  clasped  and  run,  one  girl  practically  carrying  the  other. 

5.  Heel-toe-step  Relay. 

Touch  heel,  then  toe,  then  step. 

6.  Crab  Relay. 

Run  backwards  to  line  touching  tips  of  fingers  to  floor. 

7.  Goose  Walk  Relay. 

"Squat"  walk. 

8.  Haul  Me  Over. 

Number  one  on  team  is  on  opposite  side.  She  goes  over  to  number  two 
and  hauls  her  over  to  her  side.  Number  two  then  gets  number 
three,  and  so  on. 

9.  Snake  Relay. 

Team  (all  hands  on  shoulders)  must  serpentine  around  pins  without 
knocking  them  down. 

10.  Dead  Man's  Relay. 

Competing  circles. 

All  flat  on  floor,  face  down,  close  together. 

Number  one  in  each  circle  starts  around  circle  to  right  jumping  over 
or  between  feet;  when  she  is  down  number  two  starts,  etc. 

11.  Serpentine  Relay. 

Each  member  of  team  sets  an  obstacle  (as  pin)  on  designated  places 
on  floor,  one  after  the  other,  then  whole  team  serpentines  around 
obstacles.  Each  obstacle  must  then  be  returned  to  line,  one  at  a 
time. 


PHYSICAL  EDUCATION  FOE  GIELS  347 

12.  Line  Football. 

**************Team  One. 

**************Team  Two. 

Each  member  has  a  number.  Referee  calls  any  number  and  one  girl 
from  each  team  having  that  number  runs  to  the  middle  of  space, 
trying  to  kick  or  fist  the  ball  over  opponent's  line.  The  line,  of 
course,  interferes  any  way  except  kicking.  One  point  is  scored 
when  ball  goes  over  opponent's  line  either  above  heads  or  between 
feet. 

13.  Push  Ball. 

Two  mass  teams. 

Try  to  keep  ball  in  air  in  own  territory. 

Touchdown  or  drop  in  number  two's  territory  scores  one  for  team 
number  one. 

14.  Sitting  Line  Ball. 

Like  push  ball,  using  feet. 

15.  Newcomb. 

(See  manuscript  for  short  suggestions.) 

16.  Philadelphia  Bat  Ball. 

Two  field  bases  instead  of  one  as  in  liberty  ball. 


348  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 


ALLIED  ORGANIZATIONS  WITH  ADDRESSES 

American  Physical  Education  Assoc 93  Westford  Ave.,  Springfield,  Mass. 

American  Posture  League,  Inc 1  Madison  Ave.,  New  York 

American  Public  Health  Association  ....San  Francisco,  New  York,  etc. 

Boy  Scouts  of  America 200  5th  Ave.,  New  York  City 

Camp  Fire  Girls 31  E.  17th  St.,  New  York 

See  A.P.E.R.  Dec.  1920  for  lists  of  motion  pictures. 

Child  Health  Organization 156  5th  Ave.,  New  York 

Cleveland  Foundation Cleveland,  Ohio 

Community  Service 1  Madison  Ave.,  New  York 

Dental  Hygiene  Association San  Francisco 

Department  of  Child  Hygiene Washington,  D.  C. 

National  Board— Y.  W.  C.  A 600  Lexington  Ave.,  New  York 

National  Child  Welfare 70  5th  Ave.,  New  York 

National     Organization     for     Public 

Health  Nursing 1565th  Ave.,  New  York 

Playground  and  Recreation  Association 

of  America 1  Madison  Ave.,  New  York 

Russel  Sage  Foundation 130  E.  22nd  St.,  New  York 

U.  S.  Bureau  of  Education Government  Printing  Office 

Note. — Look  up  publications  for  a  wealth  of  material  in  posters,  pamphlets, 
slides,  etc.  Weight  records  may  be  obtained  from  Child  Hygiene,  Dept.  U.  S. 
Bureau  of  Education  (Department  of  Interior). 


EQUIPMENT  MANUFACTURERS 

American  Posture  League 1  Madison  Ave.,  New  York 

Chicago  Gymnastic  Equipment  Co 1040  W.  Lake  St.,  Chicago,  111. 

James  Duff  (Archery) 130  Zabriskie  St.,  Jersey  City,  N.  J. 

Draper-Maynard  Co Cal.  Rep.  Dunham,  Carrigan,  Hayden, 

San  Francisco 
P.  Goldsmith's  Sons Cal.  Rep.,  H.  D.  Wilson,  1516  Alice 

St.,  Oakland 

Hill  Standard  Mfg.  Co Anderson,  Indiana 

Hunt,  H.,  &  Son 87-89-93  Wyndson  St.,  Liverpool 

H.  H.  McChesney  (Archery) 24 14  Portland  Ave.,  Minneapolis, Minn. 

Fred  Medart  Mfg.  Co Rialto  Bldg.,  San  Francisco 

Narragansett  Machine  Co Providence,  R.  I. 

Horace  Partridge  Co Boston,  Mass. 

Rawlings  Mfg.  Co 2301  Lucas  Ave.,  St.  Louis,  Mo. 

A.  J.  Reach  Co Cal.  Rep.,  Phil.  B.  Bekeart  Co.,  717 

Market  St.,  San  Francisco 

R.  U.  V.  Co.,  Inc 165  Broadway,  New  York 

(Ultra  violet  ray  sterilizer  for  pool) 


PHYSICAL  EDUCATION  FOR  GIELS  349 

A.  G.  Spaulding  Bros 438  9th  St.,  San  Francisco,  Chicepee, 

Mass. 

Wilson,  Thos.  E.,  &  Co San  Francisco,  New  York,  Chicago 

Wright  &  Ditson — Victor  Co San  Francisco 

Alex.  Taylor  &  Co.,  Inc 26  E.  42nd  St.,  New  York 

BADGES,  BUTTONS,  ETC. 

Bastian  Bros Rochester,  N.  Y. 

Lucke  Badge  and  Button  Co Baltimore,  Md. 

Whitehead  Hoag  Co Newark,  N.  J. 

COSTUME  MANUFACTUKERS 

Aldrich  and  Chancellor 1858  Milwaukee  Ave.,  Chicago,  111. 

Max  Goodman  &  Son 88  Hester  St.,  New  York 

Stella  D.  Kisch 55  W.  45th  St.,  New  York 

Henry  S.  Lombard 22-26  Merchants  Row,  Boston,  Mass. 

Bernard  Mandi 210-12  W.  Madison  S.,  Chicago,  111. 

Myers  Mfg.  Co 228  S.  Los  Angeles  Ave.,  Los  Angeles 

E.  R.  Moore  Co 932-38  Dakin  St.,  Chicago,  111. 

Horace  Partridge  Co Boston,  Mass. 

A.  G.  Spaulding 438  9th  St.,  San  Francisco 

R.  H.  Stearns Boston,  Mass. 

Alex.  Taylor  &  Co.,  Inc 26  E.  42nd  St.,  New  York 

SOME  MUSIC  HOUSES  AND  PUBLISHERS 

D.    Appleton    &    Co.    Music    (World 

Series)..: New  York  City 

A.  S.  Barnes  &  Co New  York  City 

Milton  Bradley  Co Springfield,  Mass. 

J.  Curwen  &  Sons  (English) London 

Oliver  Ditson  Co New  York 

Doubleday  &  Co New  York 

A.  Flanagan  Co Chicago 

H.  W.  Gray  Co New  York 

Ginn  &  Co New  York 

Mary  Wood  Hinman 721  Lincoln  Parkway,  Chicago 

Lippincott  &  Co Philadelphia 

Lyon  &  Healy Chicago 

Presser,  Theo 1712  Chestnut  St.,  Philadelphia 

Saul  Bros Chicago 

Sherman,  Clay  &  Co San  Francisco 

Schirmer,  G New  York 

Stokes,  Fred,  &  Co New  York 

Tupper  &  Reed Berkeley,  Cal. 

Wiley  B.  Allen  Co San  Francisco,  Cal. 

Wisconsin  Music  Store Madison,  Wisconsin 

See  Manuals 


350  THE  UNIVERSITY  HIGH  SCHOOL  JOUENAL 


SOURCES  FOR  BIBLIOGRAPHY 

Book  Lists  A.P.E.R 93  Westford  Ave.,  Springfield,  Mass. 

(with  prices  books  may  be  purchased  from  A.P.E.R.) 

Bulletin  No.  50 U.  S.  Bureau  of  Education 

California  Manual 

Efficiency  Tests  for  Secondary  Schools.. Reprint  A.  P.  E.  R. 

Folk  Dance  and  Game  Books A.  S.  Barnes  Co.,  30  Irving  place,  N.Y. 

Health  Associations  (See  lists  of  addresses) 

Michigan  Manual 

N.  J.  Manual 

Report  of  Committee  on  Folk  Dancing.. Playground  Association  of  America 

Report  of  Committee  on  Physical  Effi- 
ciency Tests A.  P.  E.  R. 

Selected  List  of  English  Folk  Songs Novelle  and  Co.,  Ltd.,  K.  W.  Gray  Co., 

N.  Y. 

Sources    of    Information,     Play    and 

Recreation Dept.    of    Recreation,    Russell    Sage 

Foundation,  130  E.  22nd  St.,  N.  Y. 


SUGGESTED  DEPARTMENT  LIBRARY 

Adams,  Samuel The  Health  Master. 

^Angell Play. 

Bancroft Games  for  Playground,  Home,  School,  and 

Gymnasium. 

Bancroft Posture  of  School  Children. 

Bancroft  and  Pulvermacker Handbook  of  Athletic  Games 

^JBowen Action  of  Muscles 

Boy  Scouts'  Handbook 

Bulletin  No.  50 U.  S.  Bureau  of  Education  on  Reorganization 

of  P.  E.  in  Secondary  Schools. 

Burchenal Dances  of  the  People;  Folk  Dances  and  Sing- 
ing Games  (four  other  volumes). 

California  Manual  in  Physcial  Education 

Caskey Athletic  Pageant  and  Athletic  Jubilee 

Chalif Manuscript  for  Dances 

Crampton Folk  Dance  Book 

Drew Individual  Gymnastics  (1922) 

Elsam  and  Trilling Social  Games  and  Group  Dances 

Faulhaber Recreative  Dances. 

vFirst  Aid See  A.  P.  E.  R.  lists. 

/Fisher  and  Fisk How  to  Live. 

Frost  and  Wardlow Basket  Ball  and  Indoor  Baseball  for  Women 

Hinman Four  volumes  Gymnastic  Dancing 


PHYSICAL  EDUCATION  FOE  GIELS  351 

Hygiene See  A.  P.  E.  R.  lists 

Lovett Lateral  Curvature  of  the  Spine 

McKenzie Exercise  in  Education  and  Medicine 

Michigan  Manual  in  Physical  Education 

Morris  Dances Five  Volumes 

Morris  Dance  Tunes Ten  Sets 

Narraganset  Machine  Co Handbook 

Pearl  and  Brown Health  by  Stunts 

Public  Schools  Athletic  League  (N.  Y.  City)  Handbook 

Raycroft Mass  Physical  Training 

Reilly -. New  Rational  Athletics  for  Boys  and  Girls 

Shar Country  Dance  Books  I,  II,  III,  IV 

Skarstrom Gumnastic  Kinesiology  , 


PHYSICAL   EDUCATION  FOR  BOYS  IN  THE 
UNIVERSITY  HIGH  SCHOOL 

H.  H.  HINDMAN* 

Physical  education — that  phase  of  education  concerned  with 
the  function  of  big-muscle  activities  in  the  educational  process 
— has  become  an  established  part  of  the  school  curriculum,  and 
its  aims  and  purposes  have  been  determined  and  denned.  The 
problem  before  those  in  charge  of  this  phase  of  the  school  pro- 
gram is  to  determine  methods  for  attaining  definite  educational 
results  through  the  means  at  their  command. 

The  aims  upon  which  the  whole  physical  education  program 
projects  itself  may  be  broadly  classified  as  (1)  constructive 
educational  aims,  (2)  control  of  growth  handicap  aims,  and  (3) 
aims  for  the  teaching  of  efficient  living.  The  constructive 
educational  aims  have  to  do  with  the  development  of  the  organic 
mechanisms,  the  nervous  system,  intellectual  powers,  and  moral 
character.  Of  these,  organic  development  or  development  of 
the  heart,  lungs,  digestive  system,  heat  regulating  mechanisms, 
and  nutritive  processes  in  general,  is  most  fundamental  and 
least  understood.  The  stimulation  necessary  for  sound  and 
normal  organic  growth  can  only  come  through  the  use  and 
exercise  of  the  big-muscle  groups.  The  breaking  down  of  tissues 
during  exercise  places  the  burden  of  supplying  fresh  building 
material  upon  the  organic  mechanisms.  These  develop  and 
become  strong  in  proportion  to  the  demands  made  upon  them. 
Hence  any  increase  in  the  use  of  muscle  structures  is  accom- 
panied by  increased  activity  of  the  organic  structures  with  a 
consequent  growth  in  their  strength  and  efficiency.  In  a  simi- 
lar manner  is  the  development  of  the  nervous  system  dependent 
upon  muscular  exercise.  Since  every  muscle  group  is  controlled 
by  a  nerve  center,  exercise  of  those  muscles  stimulates  the  growth 

*  Supervisor  of  physical  education  for  boys. 


PHYSICAL  EDUCATION  FOE  BOYS  353 

of  the  controlling  nerve  center  with  a  corresponding  increase 
of  nervous  vitality  and  power.  Physical  training  then  aims  to 
develop  "not  muscular  energy,  but  nervous  energy,  not  muscu- 
lar power,  but  organic  vigor." 

Development  of  the  intellect  results  from  training  and 
practice  in  all  forms  of  big-muscle  activities.  In  the  learning 
of  new  movements  and  in  the  development  of  skill  as  a  performer 
the  intellect  functions;  this  results  in  a  development  of  motor 
will-power.  Also  "in  the  child's  and  youth's  big  muscle  com- 
petitive plays  he  thinks  the  actions  and  reactions  of  human 
nature  and  gains  insights  essential  for  democratic  sympathies. 
These  constitute  the  broad  social  consciousness  which  is  the  tap- 
root of  developed  general  intelligence."1 

No  single  phase  of  education  offers  quite  the  same  oppor- 
tunities for  the  cultivation  of  sound  social  attitudes.  The  play- 
ground and  athletic  field  are  laboratories  of  character  training. 
Here  the  youth  finds  expression  through  the  medium  of  his 
games  and  plays  for  those  instinct  tendencies  and  emotions 
which  lie  at  the  foundation  of  character.  As  these  are  allowed 
to  express  themselves,  so  will  his  character  develop  and  the 
attitudes  there  fostered  tend  in  a  large  measure  to  become  the 
social  attitudes  of  maturing  youth  and  developed  manhood.  The 
effort  to  stimulate  in  the  youth  a  sound  sense  of  character  values 
should,  therefore,  be  the  highest  aim  of  the  physical  educator. 

"The  objectives  of  physical  education,  therefore,  are  motor 
education  that  shall  function  in  promoting  physical  vigor,  and 
an  awakening  and  expression  of  mental,  moral  and  social  feel- 
ings and  states  that  shall  lead  toward  fine  qualities  of  citizen- 
ship."2 

The  second  phase  of  the  program  is  concerned  with  the 
correction  or  removal  of  those  bodily  or  social  impediments  that 
may  interfere  with  normal  growth  and  development.  This  may 
or  may  not  be  a  duty  of  the  department  of  physical  education. 


1  Hetherington — Keport  of  the  State  Supervisor  of  Physical  Education, 
1918. 

2  Williams.     Organization  and  Administration  of  Physical  Education. 


354  THE  UNIVERSITY  HIGH  SCHOOL  JOUENAL 

However,  it  is  a  work  closely  allied  to  the  functions  of  that 
department.  Little  can  be  accomplished  toward  the  education 
of  individuals  so  handicapped  by  abnormal  growth  conditions, 
either  physical  or  social,  that  they  are  unable  to  enter  freely 
into  the  activities  organized  for  their  advantage.  It  should  be 
the  aim  of  the  department  to  promote  a  wholesome  environment 
both  in  the  home  and  in  the  school  and  to  use  every  means 
within  its  power  to  remove  growth  handicaps  and  correct 
abnormal  conditions. 

The  third  phase  of  the  program  aims  at  the  establishment 
in  the  individual  of  a  capacity  for  self -direction.  This  may 
be  brought  about  through  the  presentation  of  acquired  infor- 
mation regarding  the  laws  of  living  which  will  enable  him,  when 
thrown  on  his  own  resources,  to  maintain  the  developed  power 
gained  through  the  educational  process.  The  formal  presen- 
tation of  this  information  can  often  be  facilitated  through 
cooperation  with  the  science  and  home  economics  departments. 
This  work  should  form  a  part  of  every  well  organized  program. 

OEGANIZATION  OF  THE  PROGRAM  OF  BIG-MUSCLE 
ACTIVITIES 

Big  muscle  activities  are  those  of  the  playground,  athletic 
field,  gymnasium,  and  swimming  pool  as  well  as  those  sports 
that  may  be  enjoyed  without  special  equipment,  such  as  hiking, 
boating,  or  skating.  The  organization  of  a  program  of  physical 
education  that  will  function  as  a  part  of  the  daily  school  pro- 
gram is  influenced  by  the  time  allotment,  the  equipment  and 
facilities,  and  the  size  and  character  of  the  class  groups.  Few 
schools  are  adequately  equipped  for  the  carrying  out  of  a 
thorough  program.  The  problem  then  in  most  schools  is  to 
organize  a  program  that  will  use  the  equipment  to  the  best 
advantage  and  at  the  same  time  provide  for  the  maximum  attain- 
ment of  the  aims  set  forth  above.  Since  ' '  development  is  always 
in  proportion  to  the  intensity  and  duration  of  the  daily  activi- 
ties, within  the  normal  limits  of  exhaustion"3  it  is  obvious  that 

3  Hetherington — Report  of  the  State  Superintendent  of  Physical  Educa- 
tion, 1918. 


PHYSICAL  EDUCATION  FOR  BOYS  355 

the  time  allowed  within  ^e  school  day  is  not  sufficient  to  gain 
satisfactory  results.  Those  activities  engaged  in  during  the 
physical  training  period  should  then  be  of  the  type  that  will 
carry  over  into  the  free  play  time  of  the  pupil  and  form  the 
basis  of  his  recreative  play  life  outside  of  school  hours. 

Activities  that  will  best  meet  these  requirements  are  those 
that  arouse  natural  interest,  meet  the  needs  of  the  growing 
youth,  and  afford  pleasure  to  the  participant.  Their  range  is 
large,  and  includes  athletic  games,  and  sports,  combative  con- 
tests and  aquatic  activities,  and  self -testing  or  apparatus  exer- 
cises. Marching  tactics  and  gymnastic  drills  which,  because  of 
their  lack  of  emotional  content,  are  fatiguing  and  uninteresting 
and  which  cease  to  function  as  soon  as  compulsion  is  removed 
should  have  small  place  in  the  program  except  where  conditions 
do  not  permit  an  organization  of  natural  activities. 

The  program  for  boys  at  the  University  High  School,  there- 
fore, has  been  built  around  those  activities  that  are  "  natural 
and  pleasure  driven"4  and  its  variety  limited  only  by  space  and 
equipment.  It  includes  basketball,  playground  baseball,  volley 
ball,  soccer  football,  pass  football,  American  ball,  and  track 
and  field  sports.  These  games  are  played  in  season,  with  the 
exception  of  basketball,  which'  is  played  throughout  the  year. 
They  occupy  a  large  number  of  boys  on  a  limited  area  and 
arouse  and  maintain  the  interest  of  the  boys  the  entire  time  they 
are  on  the  play  field.  All  of  these  activities  when  properly  con- 
ducted afford  opportunity  for  the  highest  type  of  physical 
education,  and  though  their  range  is  limited  they  do  go  far 
toward  meeting  the  requirements  of  the  constructive  phase  of 
the  program. 

THE  OEGANIZATION  OF  CLASSES 

Each  class  is  limited  to  seventy-two  boys.  All  boys  are 
classified  on  an  age,  height,  weight,  and  grade  basis,  and  placed 
in  three  groups,  A,  B,  and  C.  Since  it  is  impossible  to  place 


4  Hetherington — Beport  of  the  State  Superintendent  of  Physical  Educa- 
tion, 1918. 


356  THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 

all  of  the  boys  of  any  one  group  in  ^  single  class  period,  every 
effort  is  made  to  so  distribute  them  that  there  will  be  twenty- 
four  each  of  A,  B,  and  C  boys  in  each  class.  This  makes  possible 
a  further  division  of  these  groups  into  squads  or  teams  of  six 
boys  each. 

In  organizing  teams  the  three  groups  are  separated;  four 
captains  are  elected  by  the  boys ;  the  captains  choose  the  teams ; 
and  the  teams  choose  the  names  by  which  they  may  be  known. 
These  teams  maintain  their  identity  over  a  period  of  five  weeks, 
when  new  captains  are  elected  and  new  teams  chosen  for  another 
five  weeks,  and  so  on  through  the  term.  Each  group  of  four 
teams  forms  a  unit  independent  of  the  other  two  units.  Sched- 
ules of  .games  are  arranged  for  each  five  week  period,  and  teams 
fitted  to  the  schedules  so  that  each  boy  competes  in  the  sports 
of  any  period  a  given  number  of  times. 

All  games  engaged  in  are  capable  of  being  scored,  and  a 
simple  system  of  recording  the  achievements  of  each  team  is 
kept  in  order  to  stimulate  competition  and  interest.  Ten  points 
are  allowed  for  each  game  won,  and  five  points  to  each  team 
when  a  game  results  in  a  tie.  At  the  end  of  a  series  the  winning 
teams  of  each  division  play  for  the  inter-gymnasium  class  cham- 
pionship. Championship  games  are  played  at  noon  or  after 
school. 

In  basketball  and  track  the  teams  compete  as  units,  but  in 
games  requiring  a  larger  number  of  players  two  teams  combine 
to  play  two  other  teams.  Provision  is  made  for  rotation  of  com- 
binations when  the  latter  arrangement  is  necessary.  Whenever 
a  team  is  weakened  by  absence  of  any  of  its  members  the  oppos- 
ing team  gives  such  of  its  members  as  will  tend  to  equalize 
competition. 

With  this  plan  of  organization  it  is  possible  to  teach  small 
groups  the  elements  of  the  various  games  without  interfering 
with  the  play  of  the  class  as  a  whole.  Were  facilities  available 
the  plan  might  be  made  to  cover  the  whole  field  of  physical 
training  activities,  and  large  classes  might  be  handled  with  great 
economy  of  time  and  equipment. 


PHYSICAL  EDUCATION  FOE  BOYS  357 

Such  a  scheme  affords  an  opportunity  for  every  boy  in  school 
who  is  physically  able,  to  gain  athletic  and  physical  training 
experiences  which  he  might  miss  entirely  were  his  only  oppor- 
tunities that  offered  by  a  place  on  the  "varsity  squad."  These 
experiences  may  well  be  expected  to  contribute  far  more  to  the 
organic,  neural,  intellectual,  and  character  development  of  the 
normal  boy  than  any  scheme  of  formal  or  invented  activities. 

These  games  interest  him  and  he  plays  them  with  enthusi- 
asm. They  play  an  important  part  in  his  recreative  life  out- 
side of  school  hours  and  in  many  cases  will  continue  to  hold 
his  interest  after  he  has  left  school. 

DETAILS   OF   OEGANIZATION   AND   ADMINISTEATION 

Attendance  Records. 

The  class  periods  are  forty  minutes  each.  Time  spent  in 
checking  attendance  and  in  making  assignments  must  therefore 
be  reduced  to  a  minimum.  Attendance  is  accurately  and  quickly 
checked  through  the  use  of  a  number  system.  Each  boy  is 
assigned  a  number  which  he  covers  when  the  class  assembles. 
Vacant  numbers  are  noted  and  checked  at  the  close  of  the  period 
on  the  individual  record  form  shown  below  (see  page  58).  This 
method  is  particularly  convenient  when  students  are  transferred 
from  one  class  to  another  or  from  a  physical  education  class  to 
an  athletic  squad. 

GKADES 

The  problem  of  marking  in  physical  education  presents 
aspects  quite  different  from  those  found  in  the  other  subjects 
of  the  curriculum.  In  those  subjects  a  pupil  does  the  work 
assigned  to  him  with  markable  degrees  of  proficiency.  In  physi- 
cal education  on  the  other  hand  it  is  his  behavior  that  must  be 
graded.  A  scheme  of  grading  that  considers  only  his  proficiency 
as  a  performer  in  activities  is  one-sided.  To  be  consistent  then 
we  should  follow  some  plan  of  marking  that  will  tend  to  stimu- 
late effort  in  the  direction  of  the  attainment  of  our  essential 
aims,  and  at  the  same  time  be  a  fair  measure  of  progress  toward 
those  ends. 


358 


THE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 


NAME... 


PHYSICAL  EDUCATION— SEMESTER  I 
CLASS  RECORD 


No. 


AUG.    1  2  3  4  5  6  7  8  9  10  11  12  13  14  15   16 

17  18  19  20  21  22  23  24  25  26  27  28  29  30  31 

SEPT.   I  2  3  4  5  6  7  8  9  10  11  12  13  14  15   16 

17  18  19  20  21  22  23  24  25  26  27  28  29  30 

OCT.    1  2  3  4  5  6  7  8  9  10  11  12  13  14  15  16 

17  18  19  20  21  22  23  24  25  26  27-  28  29  30  31 

Nov.    1  2  3~  4  5  6  7  8  9  10  11  12  13  14  15   16 

17  18  19  20  21  22  23  24  25  26  27  28  29  30 

DEC.    1  2  3  4  5  6~  7  8  9  10  11  12  13  14  15~  16 

17  18  19  20  21  22  23  24  25  26  27  28  29  30  31 

JAN.    1  2  3  45  6  7  8  9  10  11  12  13  14  15  16 

17  18  19  20  21  22  23  24  25  26  27  28  29  30  31 


INSTRUCTOR 

(Front) 


CD 

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ij 

y> 
§ 

4 

5 

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£ 

>      "a 

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Excused  
Conduct  

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c. 

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1 

1 

-1 

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Capacity  for  achiev 
Monthly  Errade  

Semester  grade  

(Bocifc) 


PHYSICAL  EDUCATION  FOE  BOYS  359 

The  following  scheme  is  being  used  this  year.  Grades  are 
given  out  at  the  close  of  each  five-week  period.  Every  boy  begins 
each  marking  period  with  100  points  to  his  credit,  distributed  as 
follows : 

1.  Attendance 25 

2.  Sportsmanship    35 

3.  Hygiene  15 

4.  Conduct    15 

5.  Ability  10 

Points  are  deducted  from  his  grade  as  he  fails  to  come  up 
to  the  standard  set  in  each  of  the  five  items  named.  His  grade 
is  determined  by  the  number  of  points  to  his  credit  at  the  close 
of  the  marking  period  as  follows : 

93  to  100  points— grade  1. 
85  to  92  points— grade  2. 
75  to  84  points — grade  3. 
65  to  74  points — grade  4. 
below  64  points — grade  5. 

The  terms  are  defined  and  posted  where  the  boys  may  see 
them  so  that  they  may  know  just  what  is  expected  in  order  to 
obtain  a  certain  grade. 


DEFINITION  OF  TEEMS 

1.  Attendance. — Attendance  covers  absence,  excuses,  times 
tardy,  and  costume  cuts.  (A  costume  cut  is  given  each  time  a 
boy  fails  to  appear  in  complete  gymnasium  suit. ) 

Deduct  3  points  for  each  absence. 
Deduct  2  points  for  each  costume  cut. 
Deduct  1  point  for  each  time  excused. 
Deduct  1  point  for  each  time  tardy. 


360  THE  UNIVERSITY  HIGH  SCHOOL  JOUENAL 

2.  Sportsmanship  means — 

a.  Obedience  to  rules. 

b.  Fair  play. 

c.  Clean  play. 

d.  Team  play. 

e.  Cooperation — giving  one's  best  to  make  the  team  a 

success. 

/.  Taking  decision  of  umpire  without  words. 
g.  No  "crabbing." 
h.  Keeping  one's  temper. 
i.    No  swearing. 

j.   Gentlemanly  conduct  toward  one's  opponent. 
k.  Being  a  good  loser  and  a  modest  winner. 

3.  Hygiene. — To  earn  points  in  hygiene  a  boy  must— 

a.  Take  a  shower  after  each  class  period. 

Z>.  Keep  his  suit  clean  and  in  good  condition. 

(NOTE. — Five  points  are  deducted  from  the  grade  each  time  a  boy  fails 
to  pass  suit  inspection.     Suits  are  inspected  once  each  week.) 

4.  Conduct. — Boys   are   expected  to   conduct   themselves   as 
gentlemen  whenever  they  are  in  the  department,  whether  on  the 
play  field  or  in  the  locker  room,  and  are  graded  accordingly. 

5.  Ability. — Skill  as  a  performer  in  the  various  activities  of 
the  playground  and  athletic  field  is  graded: 

Good — 10  points. 
Fair — 7  points. 
Poor — 5  points. 


PHYSICAL  EDUCATION  FOR  BOYS  361 

Team  Score  Records. 

Team  captains  report  at  the  close  of  each  period  to  the 
instructor  in  charge  the  results  of  the  games  played.  A  record* 
of  the  achievements  of  the  several  teams  is  kept  on  the  accom- 
panying form  and  the  records  are  read  to  the  class  each  week. 
The  keeping  of  scores  stimulates  interest  and  maintains  a  keen 
spirit  of  rivalry  among  the  various  teams. 

Individual  Decathlon  Records. 

In  order  to  stimulate  effort  toward  individual  self -improve- 
ment in  the  development  of  fundamental  strength  and  skill, 
individual  records  are  taken  three  times  a  year,  at  the  beginning 
of  each  semester,  and  at  the  close  of  the  second  semester.  Ten 
events  which  are  measurable  elements  of  the  games  played 
throughout  the  year  are  used  and  scored  according  to  the  State 
decathlon  record  chart.  Records f  are  kept  from  year  to  year  on 
the  accompanying  form  and  are  available  at  any  time  for  the 
boy  interested  in  watching  his  progress  in  the  development  of 
strength  and  skill.  The  taking  of  records  is  made  competitive 
by  having  team  compete  against  team  in  the  several  events. 

Gymnasium  Clothing  Regulations.^. 

Every  boy  is  required  to  be  suitably  dressed  in  an  accepted 
costume,  consisting  of  a  sleeveless  cotton  jersey,  short  running 
pants,  and  rubber  soled  tennis  or  basketball  shoes.  The  cos- 
tume must  be  clean  and  in  good  condition,  and  no  boy  is  allowed 
to  appear  in  street  clothes  without  having  his  grade  lowered  for 
so  doing. 

Of  the  forty  minute  period  six  minutes  are  allowed  for  dress- 
ing in  gymnasium  suits  and  twelve  for  a  shower  and  dressing. 
This,  with  a  three  minute  interval  between  classes,  gives  a  total 
of  nine  and  fifteen  minutes  for  a  shower  and  dressing  and 
twenty-two  minutes  on  the  play  field. 


Page  362.        f  Page  363.        J  See  record  card,  page  364. 


362 


THE  UNIVEESITY  HIGH  SCHOOL  JOURNAL 


Team 

M 

T 

W 

T 

F 

M 

T 

W 

T 

F 

Score  cumulative  points  each  day. 


Ten  points  are  awarded  for  each  game  won  and  five  points  to  each 
team  when  a  game  results  in  a  tie.  In  scoring  track  events  the  average 
achievements  of  the  teams  are  compared  and  five  points  awarded  for  each 
event  won.  When  four  teams  compete  in  relay  races,  five,  three,  two,  and 
one  points  are  awarded  respectively,  according  to  the  order  in  which  the 
teams  finish.  When  two  teams  combine  to  play  against  two  other  teams, 
each  of  the  winning  teams  is  awarded  ten  points,  or  five  points  to  each  team 
if  the  game  is  a  tie. 


PHYSICAL  EDUCATION  FOE  BOYS 


363 


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364 


TEE  UNIVERSITY  HIGH  SCHOOL  JOURNAL 


DEPT.  OF  PHYSICAL  EDUCATION 
UNIVERSITY  HIGH  SCHOOL 

ATHLETIC    EQUIPMENT    CARD 

Date  ... 


I,  ,  hereby  agree 

to  return  in  good  condition  (excepting  ordinary  wear)  the  athletic 
uniform  and  equipment  noted  on  the  reverse  of  this  card,  furnished 
for  my  use  by  the  University  High  School,  or  to  pay  full  purchase 
price  for  replacement  of  same. 

For  failure  to  comply  with  either  condition  I  shall  expect  Univer- 
sity High  School  to  withhold  my  credits,  or  take  other  necessary 
action. 


O.K. 


Coach 


(Front) 


CHECK  OUT 

ITEMS 

VALUE 

CHECK  IN 

TOTAL 

(Back} 

PHYSICAL  EDUCATION  FOR  BOYS 


365 


Towel  Service. 

Since  towels  must  be  furnished  or  paid  for  by  the  boys 
themselves,  a  towel  service  which  promises  to  be  successful  was 
this  year  installed.  Arrangements  have  been  made  with  a  local 
laundry,  and  towels  are  furnished  to  the  boys  at  cost  plus  enough 
to  pay  expenses  of  the  service.  The  card  shown  below  is  self- 
explanatory. 


15 

14 

13 

12 

11 

10 

9 

DEPARTMENT   OF    PHYSICAL    EDUCATION 
UNIVERSITY    HIGH    SCHOOL 

TOWEL   CARD 

GOOD    ONLY  WHEN   PRESENTED  WITH  A  SOILED  TOWEL 
PRICE  25  CENTS 


NAME. 


8 


(Front) 


REGULATIONS 

1.  The  price  of  this  card  is  25  cents. 

2.  An  additional  deposit  of  25  cents  is  required  of  all  boys 
using  the  towel  service.     This  will  be  refunded  only  on  the  refund 
of  this  card  and  one  towel. 

3.  A  new  card  will  be  issued  for  25  cents  only  on  the  refund  of 
this  card  or  an  additional  deposit  of  25  cents. 

4.  This  card  will  be  punched  with  every  towel  issued.     Only 
one  towel  will  be  issued  at  a  time. 

5.  Under  no  circumstances  will  a  fresh  towel  be  issued  unless 
a  soiled  towel  is  turned  in  when  this  card  is  presented. 

Signed    

Physical  Director 

GOOD   ONLY  WHEN    SIGNED    BY  THE    PHYSICAL   DIRECTOR 


(Bacic) 


366 


THE  UNIVEESITY  HIGH  SCHOOL  JOUENAL 


UNIVERSITY  HIGH  SCHOOL-DEPARTMENT  OF  PHYSICAL  EDUCATION-BOYS 

INDIVIDUAL  GROWTH  AND  DEVELOPMENT  KECOED 


GRADE 

7 

8 

9 

10 

11 

12 

GRADE 

7 

8 

9 

10 

11 

12 

Age  

Lungs  

Height.  
Weight  
Lung  capacity  

|      Intensity  
&     Rhythm  
I      Murmur  

Days  absent  

if*"**  
^    1  After  sit-up  



PHYSICAL  VIGOR 

Conditions  requiring  further  examination  or  treatment  by  phvsic  an, 
dentist  or  nurse.    Check  (V)  and  note  on  reverse  of  card. 

Pull-up  

1  

Teeth  

Sit-up  

Tonsils,  Mouth  and  Nose  

Push-up  

Glands  

Stdg.  B.  J  
Grip  
Decath-Rating  

"R 

....L 

Abdomen  
Extremities  
Nutrition  
Posture  
Vaccination  

Vision  

R 
L 



Hearing.  

Date  of  examination  
Initials  of  examiner  

(Front} 


PHYSICAL  EDUCATION  FOR  BOYS 


367 


CBacIc) 


368  THE   UNIVERSITY  HIGH  SCHOOL  JOURNAL 


THE  CONTROL  OF  GKOWTH  HANDICAPS 

This  phase  of  the  program  is  under  the  supervision  of  the 
department  of  physical  education.  Every  boy  is  given  a 
physical  examination  once  a  year  by  a  physician  who  spends 
two  half  days  a  week  at  the  school.  Bodily  defects  and  abnormal 
conditions  are  noted  and  referred  to  the  parent  who  is  offered 
the  cooperation  of  the  school  authorities  in  having  the  conditions 
treated  or  corrected.  Advice  is  given  by  the  school  physician 
in  cases  of  underweight  and  malnutrition  and  a  record  of  each 
boy's  progress  is  kept.  Acute  cases  are  referred  to  the  physician 
for  advice  or  treatment. 

While  satisfactory  results  are  being  attained  in  some  cases, 
it  is  quite  impossible  to  bring  any  influence  to  bear  toward  the 
improvement  of  home  conditions  that  might  tend  to  counteract 
the  efforts  of  the  school.  Cases  requiring  the  attention  of  the 
family  physician  or  dentist  must  be  referred  to  the  parents  by 
letter  or  telephone,  a  procedure  not  productive  of  the  best 
results.  The  services  of  a  competent  nurse  available  to  make 
home  calls  would  improve  the  situation. 

A  record  of  the  findings  of.  the  examining  physician  is  kept 
on  the  accompanying  forms  to  which  is  attached  a  form  for  keep- 
ing a  clinical  record  of  acute  cases  referred  to  the  physician  for 
advice  or  treatment.  (See  pages  366  and  367.) 


OUTLINE  FOE  THE  TEACHING  OF  EFFICIENT  LIVING 

A  program  for  the  teaching  of  efficient  living  has  yet  to  be 
worked  out.  This  is  a  subject  so  broad  and  so  vital  that  it  should 
be  given  as  a  separate  course  available  to  every  student  at  some 
period  of  his  high  school  career  and  regular  academic  credit 
allowed.  A  course  in  human  biology  as  outlined  by  Miss  Laton 
in  the  July,  1922,  number  of  the  Journal  would  admirably  fill 
the  need.  Such  a  course  might  well  be  made  a  requirement  for 
graduation. 


PHYSICAL  EDUCATION  FOR  BOYS  369 

INTER-SCHOOL  AND  INTER-MURAL  ATHLETICS 

Inter-school  and  inter-mural  athletics  are  conducted  as  a 
part  of  the  physical  education  program  and  are  under  the  direct 
supervision  and  control  of  that  department.  Credit  is  given  in 
physical  education  to  boys  meeting  the  requirements  demanded 
of  members  of  athletic  squads.  It  is  the  policy  of  the  admin- 
istration and  of  the  department  to  consider  this  phase  of  work 
as  a  field  affording  large  opportunity  for  a  type  of  development 
that  is  highly  educational.  The  effort,  therefore,  to  turn  out 
winning  teams  is  secondary  to  the  aim  to  train  teams  that  will 
be  representative  of  the  very  best  in  sport. 

Inter-class  sports  this  year  will  be  conducted  on  a  classifica- 
tion basis.  Schedules  are  to  be  arranged  in  basketball,  volley- 
ball, baseball,  and  track  and  field  for  each  of  the  three,  age, 
height,  and  weight,  divisions.  Games  will  be  scored  on  a  point 
basis  similar  to  that  used  in  recording  scores  of  the  gymnasium 
class  teams.  The  total  number  of  points  won  by  any  class  will 
determine  the  standing  of  that  class.  The  aim  is  to  interest  the 
largest  number  of  boys  in  inter-mural  competition. 

In  conclusion,  then,  the  program  of  physical  education  for 
boys  has  been  planned  so  that  the  allotted  time  and  available 
facilities  may  be  used  to  stimulate  and  maintain  an  interest 
and  to  encourage  spontaneous  participation  in  those  big-muscle 
activities  so  essential  to  the  complete  development  of  the  ado- 
lescent boy.  We  believe  that  our  standard  team  games  and 
sports  when  properly  supervised  afford  the  very  best  of  oppor- 
tunities for  attaining  the  essential  aims  of  physical  education, 
and  for  developing  that  spirit  of  fair  play  known  as  true  sports- 
manship. 


370         .        THE  UNIVEESITY  HIGH  SCHOOL  JOURNAL 


EEFEEENCES 

1.  Curtis.     The  Play  Movement  and  Its  Significance. 

2.  Curtis.     Education  Through  Play. 

3.  Fisher  and  Fiske.     How  to  Livet 

4.  Gulick.     Physical  Education  by  Muscular  Exercise. 

5.  Gulick.     A  Philosophy  of  Play. 

6.  Hall.     Adolescence. 

7.  Hetherington.     State  Manual  in  Physical  Education.     Part  IV. 

8.  Hetherington.     Report  of  the  State  Superintendent  of  Physical  Edu- 

cation, 1918. 

9.  Johnson.     Education  by  Plays  and  Games. 

10.  Moore.     Keeping  in  Condition. 

11.  Raycroft.     Mass  Physical  Training. 

12.  Eeilly.     New  Rational  Athletics.     Teachers'  Manual. 

13.  Tyler.     Growth  and  Education. 

,     14.  Williams.     The  Organization  and  Administration  of  Physical  Educa- 
tion. 

Any  of  the  above  may  be  obtained  through  the  American  Physical  Educa 
tion  Association,  93  Westford  Avenue,  Springfield,  Massachusetts. 


PERIODICALS  AND  PAMPHLETS 

1.  American  Physical  Education  Review. 

2.  American  Journal  of  Public  Health. 

3.  Physical  Training. 

4.  Publications  of  the  Bureau  of  Public  Health. 

5.  Publications  of  various  life  insurance  companies. 

6.  The  Nation's  Health. 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 
This  book,  is  DUE  on  the  last  date  stamped  below. 

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